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LANGUAGE WORK IN 
ELEMENTARY SCHOOLS 

LEI PER 





Class 

Book 

Copyright^ . 



COFi'RIGHT DEPOSm 



LANGUAGE WORK IN 
ELEMENTARY SCHOOLS 



BY 

M. A. LEIPER 

WESTERN KENTUCKY STATE NORMAL SCHOOL 



GINN AND COMPANY 

BOSTON • NEW YORK • CHICAGO • LONDON 
ATLANTA • DALLAS • COLUMBUS • SAN FRANCISCO 



• <*fer 



RIGHT, 1916, BY M. A. EEIPER 
ALL RIGHTS RESERVED 
216.2 



■ L 3S- 



MAR 14 1916 

GINN AND COMPANY • PRO- 
PRIETORS • BOSTON • U.S.A. 

©CI.A427248 



PREFACE 

This book is offered to the educational public in the hope 
that it may assist teachers in our elementary schools to do 
more effective language work. For several years the author 
has taught classes in language methods in a normal school, 
and this book contains much of the matter that is pre- 
sented to these classes. Many excellent textbooks in lan- 
guage are on the market, but no work that treats for the 
teacher's benefit all the approved forms of oral and written 
language work for all the eight grades has as yet appeared. 
Such a work the author intends this to be. 

In the preparation of the matter on the following pages 
the author has not depended entirely on his own experience 
and investigations. He has had the active assistance of the 
supervisor and critic teachers of the training school of 
the Western Kentucky State Normal School. The discus- 
sions of the work in each grade have been criticized by some 
member of this staff of teachers, and the supervisor has 
read the entire manuscript and offered many valuable sug- 
gestions. For this service thanks are due to Miss Laura 
A. Frazee, former supervisor, and Misses Belle Caffee, Sue 
Proctor, Ella Jeffries, Lucie Holman, Nellie Birdsong, Nell 
Moorman, and Laura McKenzie, critic teachers. Thanks 
are also due to Messrs. Charles Scribner's Sons, Houghton 
Mifflin Company, E. P. Dutton & Company, D. Appleton 
and Company, Little, Brown, and Company, and David 
McKay for permission to use certain poems, which appear 
in Appendix B, as material for memorizing work. 

M. A. LEIPER 
Bowling Green, Kentucky 

ill 



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CONTENTS 

PAGE 

Introduction 1 

Language Work by Grades 

Grade One 23 

Grade Two 55 

Grade Three 81 

Grade Four 101 

Grade Five 125 

Grade Six 147 

Grade Seven 169 

Grade Eight 193 

Language Work in Rural Schools 215 

Appendix A 249 

General Bibliography 249 

Language-Work Material 256 

Appendix B 265 

Memory Gems 265 

Poems . 272 

Appendix C. Original and Adapted Dramatizations 313 

Index ......... 329 



LIST OF ILLUSTRATIONS 

PAGE 

Conversation should begin with Pets and Playthings ... 26 

A Story always holds the Attention of Children 30 

Little Boy Blue 33 

First-Grade Original Composition. Sixth and Seventh Months 35 

Mother Goose Play given by First-Grade Children . ' . . . 37 

Baa, Baa, Black Sheep 38 

A Scene from "Little Boy Blue" 41 

Language Game to correct * Have Got ' 44 

First-Grade Copying Work. Fifth Month 46 

First-Grade Original Composition Work. Eighth Month . . 47 

Hectograph and Copying Work. Sixth Month, First Grade . 48 

Little Boy Blue 49 

Letter-Card Sheet 50 

First-Grade Work with Letter Cards, correlating Language 

and Nature Study 51 

First-Grade Work with Letter Cards, correlating Language 

and Nature Study 52 

Pictures will develop Greater Interest in Conversation and 

Original Story Composition 58 

Second-Grade Conversation and Oral Exposition - 59 

Second-Grade Stencil Work 63 

Shoeing the Bay Mare. (After Landseer) 64 

This Little Fairy is Eager to tell the Wonderful Things she 

did with her Wand in the Play : 67 

Language Game to correct ' Have Got ' 71 

Second-Grade Original Composition 74 

Second-Grade Original Composition, Language and Nature 

Study correlated 75 

Reproduced Story. Fifth Month, Second Grade 77 

Many Interesting Composition Subjects Here 85 

Telling how to play Games is a Good Way to introduce 

Exposition . 88 

vii 



viii LANGUAGE WORK IN ELEMENTARY SCHOOLS 

PAGE 

" Sleeping Beauty," a Third-Grade Play 90 

All the Characters in " Sleeping Beauty " assembled for 

Picture 91 

Cutting, Clay Modeling, etc. furnish Subjects for Simple 

Description and Exposition 94 

The Fox and the Grapes . 96 

Fourth-Grade Children studying Certain Weeds, Preparatory 

to Oral Description and Observation Reports 104 

Fourth-Grade Oral Argument 107 

Gymnastic Games are Good Subjects for Exposition .... 110 
School Fairs offer Excellent Subjects for Narration, Descrip- 
tion, and Exposition 113 

A Day in the Woods will produce Many Descriptions and 

Expositions 115 

Winter Scenes offer Fine Subjects for Description . . . . 119 

Language should be correlated with All School Activities . . 128 

River Views offer Good Subjects for Descriptions 131 

"Tent Dwellers" — a Historical Play 133 

"Robin Hood" — a Fifth-Grade Adapted Play 135 

Scene from ** Robin Hood " at Rehearsal of Play 138 

The Schoolhouse and Grounds will be a Good Subject for 

Written Description 139 

Outdoor Games offer Good Subjects for Exposition .... 143 

The More Interesting the Subject the Better the Composition 153 
All School Activities should be drawn upon by the Language 

Teacher 155 

The May Festival 158 

Preparation for the Barbecue offers Interesting Subjects for 

Compositions 159 

The Angelus. (After Millet) 161 

No Public Drinking Cup Here 162 

School Gardens furnish Many Subjects for Description and 

Exposition 162 

Camping Experiences furnish Good Subjects for Description 

and Narration . . . „ 173 

Language and Domestic Science should be correlated in the 

Upper Grades 176 



LIST OF ILLUSTRATIONS ix 

PAGE 

Good Roads Day — a Source of Many Expositions and 

Descriptions 179 

Children should be led to discuss and write about Sanitary 

Homes and Communities 181 

An Illustration of a Written Description, by an Eighth-Grade 

Boy 184 

Manual Training will furnish Many Interesting Subjects for 

Description and Exposition 188 

The Live Teacher will use in Language Work Information 

obtained at Public Health Exhibits 196 

How to set a Table for a Banquet — Correlation of Language 

and Domestic Science 198 

Drawing made by an Eighth-Grade Girl to illustrate her own 

Written Description 206 

Aurora. (After Guido Reni) 208 

The Children may make Crude, Humorous Drawings to illus- 
trate their Narrations and Descriptions 210 

Return to the Farm. (After Troyon) 219 

County School Fairs furnish Live Topics for Narration and 

Description 222 

An Opportunity to correlate Language and Agriculture . . 225 

Boys' Corn Clubs offer Many Interesting Subjects for Oral 

and Written Language Work 226 

The Country offers Beautiful Subjects for Description . . . 228 

Oral Work in Conversation, Description, and Exposition. Sub- 
ject, Flowers gathered at Recess 231 

The " Hows " of Farm Activities are Good Subjects for 

Exposition 232 

A Hike to the Woods to study Wild Flowers for Observation 

Reports and Description 235 

The Library is an Important Asset in Rural-School Language 

Work 238 



LANGUAGE WORK IN 
ELEMENTARY SCHOOLS 

INTRODUCTION 

Within the past fifteen or twenty years, leaders 
in educational affairs have become convinced that 
training in the use of the mother tongue has not 
produced the desired results. In generations gone 
by, the idea that one learns enough of his own lan- 
guage by absorption and imitation seems to have 
prevailed. To be sure, the grammar of the English 
language was studied, but this work consisted largely 
in mastering certain principles, with little definite 
direction as to their application in everyday speech. 
This old system has received justly merited censure, 
and another, fashioned on saner ideas, has taken 
its place. 

Any system of instruction is measured by its 
fruits, and, according to this standard, the language 
work of the past has not been eminently successful, 
for the boys and girls of the past have not devel- 
oped sufficient ability to speak and write the mother 
tongue correctly and elegantly. The result has been 
a healthy reaction against old ideas and methods, 



2 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

and a new type of language work, which will 
■undoubtedly produce better results, is now being 
universally adopted. 

Importance of the Work 

Language work is, without question, one of the 
most important subjects in the public schools. There 
is no study that so thoroughly permeates the work 
of all other subjects and that is so essential to their 
successful conduct. Ex-president Eliot, of Harvard 
University, puts in its proper place the ability to 
speak correctly when he says that any educational 
system should develop four powers : namely, (1) to 
observe accurately, (2) to register impressions cor- 
rectly and clearly, (3) to draw correct inferences from 
this raw material, and (4) to express these inferences 
or thoughts in clear, forceful language. From one 
viewpoint every recitation is a language recitation. 
Language is the means by which the child receives 
from the printed page and from the teacher his 
impetus in thinking, and by this means he expresses 
the ideas which come to him as a result of both 
these incentive forces. 

The teacher, therefore, who does not take cogni- 
zance of the language used in all the various 
recitations and try to bring it to a high standard 
of excellence will find the work of her regular 
language exercises barren of lasting results. She 



INTEODUCTION 3 

must remember that the recitation periods of the 
day afford a constant field for applying in actual 
use the lessons learned in the regular language exer- 
cises. If, for example, she emphasizes the correct 
use of certain verbs or pronouns in the composition 
lesson, and then allows the pupils to disregard this 
knowledge in the language used in the history or 
physiology lesson the next period, it would be better 
not to teach the language facts at all, for such self- 
contradiction makes the language work little less 
than a huge joke. 

Again, the importance of language work must be 
admitted when we realize how closely it is identified 
with the thinking process. Much of the ineffective 
work of the past has been due to a failure on the 
part of teachers to understand this fact. ff No ex- 
pression without impression " is a maxim which the 
teacher of language should learn early in her work. 
Max Miiller said: "Language and thought are in- 
separable. Words without thought are dead sounds; 
thoughts without words are nothing. To think is 
to speak low ; to speak is to think aloud." Plato 
said that thought and speech are one and the same 
process. 

It is true that thoughts which are never expressed 
in words, in the form of either mental pictures or 
audible sounds, often flit across the panorama of the 
mind, but such thoughts are almost as ineffective in 



4 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

shaping the life of the individual and of the world 
about him as are the early mists in keeping back 
the rays of the morning sun. Thoughts tend to 
find immediate expression in words, and those that 
do not do this are soon lost forever. Each word 
the child learns means a new mental picture, and 
mental pictures, or ideas, are the raw material out 
of which his thoughts are formed. For this reason 
language work that teaches the child to know and 
to use correctly these " signs of ideas," and that 
leads him to develop new thought and a desire to 
give expression to it, must be paramount in the 
development of a thinking, sentient being. 

Language Reveals One's Character 

Language is, moreover, the most universal means 
of revealing character and personality. There is no 
way by which an intelligent person can so readily 
read a man's past life and his cultural attainments 
as by his language. Some people express their ideas 
in paintings, others in architectural creations, and 
still others in music and other forms of art, but all 
men use language as a means of expressing the 
best, as well as the worst, within them. That 
"thy speech bewray eth thee" is as true in deter- 
mining character and culture as it was in revealing 
to the damsel of old that Peter was one of the 
Master's disciples. How very essential it is, then, to 



INTRODUCTION 5 

have our sons and daughters trained to use the 
mother tongue correctly, for the most ardent sup- 
porter of the so-called practical education will rate 
this as a valuable asset in life. 

Its Purpose in" Public Schools 

The purpose of language work in public schools 
is simple enough to define, however difficult it may 
be to achieve it in practice. The chief aim of lan- 
guage work, all will readily admit, is to lead our 
children to think accurately, to feel deeply, and to 
use the English language correctly. This is, of 
course, a very difficult task, for it is much easier 
to teach facts than to lead children to think about 
and apply these facts when learned. Form subjects 
are for this reason taught with great difficulty. The 
task is rendered a more serious one because children 
learn to speak by imitation largely, and because the 
language they hear from day to day unfortunately 
leads them into much error in speech. Moreover, 
this formation of undesirable habits of language 
usually gets the start of the teacher by about four 
years, for the child of six has been talking for about 
that length of time. It is little wonder, then, that 
under the old regime our boys and girls came out 
of the public schools with little more ability to 
speak correctly and elegantly than they had when 
they entered. 



6 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Evils of the Woek m the Past 

Much of the poor language work of the past has 
been due to the fact that the language exercises were 
too stiff and formal. Children abhor formality every- 
where ; it suppresses every impulse that prompts 
their activities away from school, and it destroys 
the light-hearted interest that is so abundant and 
necessary in child life. Formality checks thought, 
destroys interest, and keeps back that spontaneous 
outburst of expression that means so much in the 
development of thought and language power. The 
teacher that frowns upon a hearty laugh, or at 
the introduction into the class of some semblance 
of the play life outside of school, is not fitted to get 
good results in language work. The child's natural 
tendencies under ordinary conditions lead him to an 
open and frank expression of his thoughts and feel- 
ings. To assist in preserving a proper lack of for- 
mality in the work, this book emphasizes language 
games, story-telling (a child loses himself in telling 
an interesting story), and dramatization. The value 
of these and similar kinds of language work can 
hardly be estimated. Education is not a preparation 
for life so much as it is life, and any tendency in 
school work to keep alive the play instinct of child 
life without sacrificing anything else is to be highly 
commended. 



INTBODUCTION 7 

Another mistake in the language work of the past 
has been the emphasizing of written work almost 
to the complete exclusion of the oral. The question 
of oral composition has lately become one of the 
most important ones before conventions of English 
teachers, and it is second to none in frequency 
among the discussions in educational publications. 
One of the distinct features of this book is the 
attempt to harmonize properly these two kinds of 
language effort. It is quite important that a person 
should be able to write effectively and well, but let 
us not forget that most of us talk very much more 
than we write. The power of habit in shaping 
language is therefore more effective in oral than 
in written speech. If one can speak correctly, it is 
quite likely that he will write correctly; for, as 
Chubb says, "As are a child's habits of oral expres- 
sion, so will his habits of written expression tend 
to become; or, in other words, his written language 
will be predetermined by his previously acquired 
oral habit and practice." Oral language work is 
more difficult to handle, and demands more energy 
and tact on the part of the teacher, but the results 
are commensurate with the effort. We have neg- 
lected oral work in the past, and dearly have we 
paid for it. Oral composition should be as system- 
atically and deliberately planned and executed as 
the written work. In the lower grades the oral 



8 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

should predominate; in the higher grades the two 
should stand side by side. If this balance is care- 
fully maintained, two great mistakes in the language 
work of the past will be corrected. 

The Importance of Correlation 

Language study to-day does not stand out as a 
separate and independent subject, but is the core of 
all other subjects in the course, and in turn draws 
its inspiration and material from them. History, 
physiology, geography, nature study, etc. now fur- 
nish a laboratory for the practical demonstration of 
the principles worked out in the language classes, 
and in turn yield for the use of the language work 
abundant raw material in the form of live subjects 
that draw from students a quick and ready response. 
For example, it is a mistake to think of language 
work as separate and distinct from history. The 
work of the two are inseparable, for without the 
other neither can be successfully and completely 
taught. The enrichment of language material brought 
about by the introduction of historical subjects for 
story-telling and dramatization, of geographical scenes 
and excursions for description and narration, of prac- 
tical lessons in physiology and hygiene for exposi- 
tion, etc. opens up the floodgates of thought and 
expression. This new ideal of proper correlation 
among the various subjects of the course, especially 



IKTEODUCTION 9 

as it applies to the use of these original sources of 
supply, has given to language work a new life and 
vigor impossible under former conditions. 

Motivation in Language Work 

A great mistake in present-day language work is 
the failure to give to the child an incentive to talk 
and write that is strong enough to produce an absorb- 
ing interest. This is sometimes called the motivation 
of language work, which means that the child's mind 
is stimulated with interesting ideas, and that free 
and ready expression is brought about by a motive 
which may be either a desire for self-expression or 
a. more formal one which is developed by an outside 
interest and directed by the teacher. 

Children learn fastest under the stress of interest. 
To be convinced of this fact one need only notice 
how much more readily the language of the play- 
ground is adopted by the child than that of the 
classroom. Writing a composition simply for the 
sake of writing it furnishes no motive and develops 
little language or thought power. 

The letter form, therefore, is the form in which 
the majority of the compositions, especially in the 
lower grades, should appear, for in this way an audi- 
ence is furnished. No opportunity to compose real 
letters for specific purposes should be lost. Stories 
to be used in the lower grades may be composed 



10 LANGUAGE WOBK IK ELEMENTABY SCHOOLS 

by classes and individuals in other grades, poems 
memorized should be repeated in public or at home, 
and the best plays written or adapted by the vari- 
ous grades should, whenever possible, be presented 
on public occasions. In fact, no school or home 
situation should fail to supply a real motive for 
language work. 

Correcting Errors in Language 

The task of developing habits of correct speech 
in the child of six, who has already acquired many 
undesirable habits, and who has incorrect and in- 
elegant speech on every hand to lead him astray, 
is herculean. Only constant effort on every occasion 
during his school life will bring even a measure 
of success. The child should be given to under- 
stand at once that there is a right and a wrong in 
usage, and that unceasing war will be made on the 
wrong. Of course this will be done in a kind and 
sympathetic way, especially in the lower grades. 
Incorrect usage should always be corrected at the 
time the error is made. Every recitation during the 
day should be characterized by the same watchful- 
ness on the part of the teacher that he gives to 
the exercises of the regular language period. 

It is a potent fact that children learn to speak 
the mother tongue by imitation, and for this reason 
unconsciously fall into wrong habits of speech. The 



INTKODUCTICXN" 11 

average individual is wholly unconscious even of 
the most flagrant errors in his speech. A middle- 
aged teacher in one of the writer's classes excused 
himself for saying "I taken" in a recitation on the 
ground that he was not conscious of the mistake. 
The school must in some way force children to see 
and be conscious of their language sins. To-day 
we are learning that in most cases it is a moral 
sin to be sick ; children must be taught that it is 
just as much a sin to do violence to the mother 
tongue. The work of correcting errors in speech 
may be done in an interesting way by having 
children observe for a given time the language of 
certain classmates or other individuals and make a 
written report to the class or teacher. Later, each 
pupil should in a similar manner observe and at 
given intervals report on his own speech. A Lan- 
guage Vigilance Committee of three or more in each 
class, the personnel of which should change from 
week to week, may help very much to improve the 
language of the school and community. 

In a word, a language conscience must be either 
aroused or implanted in every child. He must be 
taught to recognize errors in the speech about him 
and to have a desire to rid himself of those found 
in his own speech. Bad habits are best uprooted by 
developing good ones in their stead. Much positive 
teaching of correct form must therefore be done. 



12 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

This is one of the main purposes of memorizing 
good poetry, of language games, of dictation work, 
and of the constant correction of errors in both oral 
and written compositions. 

Connect Principle and Practice 

The chief concern of the teacher in her language 
work is that children should put into actual use 
in everyday speech the language facts learned from 
day to day. Connect principle and practice should 
be the watchword. Failure to do this has been the 
great error of the past. The process is necessarily 
one of habit-building, and in the work three things 
must be accomplished, as stated by Gilbert and 
Harris in their ''Manual to Guide Books to Eng- 
lish," p. 6 : (1) focalization of consciousness upon 
the process to be made automatic ; (2) attentive 
repetition of this process; (3) permitting no excep- 
tions until automatism results. It is hoped that the 
following pages will assist teachers, who may chance 
to use the suggestions found therein, to achieve this 
goal. The teacher of language will find in each of 
the different kinds of language work outlined in this 
book an opportunity to apply one or more of these 
three necessary principles. If this standard is not 
maintained, language work will be a failure and 
will hardly justify its place in our elementary-school 
curriculum. 



INTRODUCTION 13 

The Teacher's Language 

"If the blind lead the blind, both shall fall into 
the ditch." Since children learn to speak the mother 
tongue by imitation, it follows, as surely as night 
follows day, that no teacher whose language is not 
at all times pure, correct, and accurate is fit to 
instruct the young. Small children, especially, who 
are at the most impressionable period, idealize their 
teachers and are quite sure to adopt, both con- 
sciously and unconsciously, their errors of grammar 
and rhetoric, as well as their tones and mannerisms. 
Too much emphasis cannot be placed on the im- 
portance of a high standard of excellence in the 
language of the teacher. 

To be sure, it requires a large variety of standards 
of excellence to be a successful teacher of language 
in the elementary school. Not only should her lan- 
guage be of a high standard, but she should be 
thoroughly conversant with the correct ideals, pur- 
poses, and methods of the subject, and with child 
psychology in its relation to the development of lan- 
guage power. No other individual has any moral 
right to enter the sacred confines of a school as an 
instructor of the young. This standard in the prepa- 
ration and development of the elementary teacher 
must be reached before we can hope for very definite 
results from her language work. 



14 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

The Letter in Composition Work 

Not enough emphasis is placed on letter-writing 
in our elementary schools. Much time is spent in 
written composition work, but boys and girls, on 
leaving school, too often do not have adequate pro- 
ficiency in this most important form of composition. 
The author's experience in instructing young teachers 
for the past eight years convinces him that a large 
proportion even of these have not been taught and 
do not know some of the fundamentals of the letter 
form. Eecently there entered his classes from a city 
of 15,000 inhabitants a public-school graduate who 
did not know how and where to arrange the date 
line of a letter, and this case is not altogether an 
exceptional one. 

Most people compose little except letters. This 
is sufficient reason why unusual emphasis should be 
placed on the letter form. In the lower grades at 
least three fourths of the composition work, whether 
narrative, descriptive, or expository in character, should 
be written in letter form, while in the grammar grades 
the proportion may be reduced to one half or one 
third. In addition to the fact that the letter is more 
practical, it makes the work, especially in the lower 
grades, more interesting because it affords an audi- 
ence. The various kinds of letters — social, business, 
etc. — should be emphasized in the grammar grades. 



INTRODUCTION 15 

The Importance of the Dictionary 

A fact often overlooked by teachers of elemen- 
tary language work is that the use of the diction- 
ary is a sine qua non in assisting a child to use 
effectively his language tools — reading, speaking, 
and writing. Words are the " signs of ideas," which 
are the raw material from which thought is made. 
As Howell puts it, " Words are the soul's ambassa- 
dors who go abroad upon her errands to and fro." 
Every new word learned by the child means greater 
thought range and another idea added to his mental 
content. Most people have too small a vocabulary, 
and one of the best means of remedying this fault 
is to lead children to form the habit of using the 
dictionary. 

Every child in the fifth grade and above should 
possess and use a dictionary. It should be used 
both at the desk and in the class to learn the mean- 
ings of all new words and to study the different 
colorings and connotations that belong to words 
already learned. The ingenious teacher will devise 
interesting methods of doing this work. Too great 
emphasis cannot be placed upon it as a necessary 
part of language development. In choosing a dic- 
tionary for use in elementary schools great care 
should be exercised to get one whose meanings are 
definite and not mere synonyms. 



16 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Diagramming and Parsing 

In most schools, particularly in rural schools, too 
much time is spent in diagramming and parsing. 
With reference to the former, it is not possible to 
make any exact statement as to the amount that 
may profitably be done, for the teacher will have to 
make the prescription suit the patient in each indi- 
vidual case. Some children will need much of it; 
others may soon put it aside. It is a work that 
should be discarded by the class as soon as the con- 
structive imagination can grasp abstract relationships 
without the aid of the diagram. Some children think 
almost entirely by images — thing-thinkers ; others 
may cast the image aside and get the thought 
directly by abstract thinking — idea-thinkers. The 
former class needs the diagram constantly; the 
latter may discard it perhaps early in the eighth 
grade. The teacher should therefore know the 
thought habits of her children, and she may then 
eliminate much of the time wasted in diagramming. 

Parsing is a necessary evil, but it is a danger- 
ous instrument in the hands of a poor teacher. It 
develops logical thinking and accuracy of speech, 
but the time spent in doing this work, especially 
in rural schools, should be reduced by one half. If 
the language facts are taught inductively and under- 
standingly, there is little need of parsing work except 



INTRODUCTION 17 

as a kind of closing test. Let the teacher have 
her classes parse one fourth or one third of the 
words assigned for that work in the various places 
in the text which the class is using, and then let 
her test the knowledge of the pupils by some other 
method. Words for parsing at sight may be picked 
out at random from the preface, introduction, or 
elsewhere, or specific questions in regard to irregu- 
larities in the use of certain words taken at random 
may be asked. This will avoid the monotony of 
much parsing, and at the same time will develop 
thought power. 

The Literary Society and the School Paper 

A society to meet twice a month (on Friday 
afternoon perhaps), in which debates, plays, memo- 
rized selections of prose or poetry, original stories, 
etc. may be presented, is a wholesome adjunct to 
the more theoretical language work of the class- 
room. This not only offers a place where the child 
may practice the language facts learned in the reci- 
tation, but motivates language work and develops 
great interest. Children should have opportunities 
to perform more pretentious feats of language than 
those which the classroom affords ; during the prepa- 
ration and performance, pupils will unconsciously 
acquire good habits of language and a ready expres- 
sion before an audience. 



18 LANGUAGE WORK IN ELEMENT AKY SCHOOLS 

The literary and debating society is especially 
effective in village and rural schools, for it serves 
as a beginning around which various forms of social 
activity may spring up. It may be difficult to de- 
velop a live society of this kind in city schools. 

In many schools a weekly or monthly paper is 
published by the children. This enterprise is more 
likely to succeed in towns of four thousand or over. 
And yet the writer has seen a most attractive and 
successful little paper of this kind printed in a 
school of only three hundred pupils. 

Standards of Achievement 

Sound pedagogy and scientific method demand 
that teachers shall be able to measure by some 
definite standard the progress of their pupils. Effi- 
ciency in teaching language demands that there shall 
be in every grade a definite program of action and 
a means of determining when the desired results 
follow. In language work such a system of measure- 
ment is difficult to outline, because the standard to 
be reached includes not only knowledge of many 
principles but the ability to put these into practice 
in oral and written language; and yet it is very 
essential that every teacher should have some such 
system. Under Purposes and Aims at the begin- 
ning of the matter in each grade the general stand- 
ards for the year's work are given, while at the 



INTEODUCTIOK 19 

close, under Technical Matters, are found the gram- 
matical principles, including capitalization, punctua- 
tion, etc., that should be mastered both in theory and 
in practice. For the purpose of testing the progress 
in oral and written speech the writer recommends 
very highly Thompson's " Minimum Essentials in 
Language." 1 Each of these sheets contains from 
one to two hundred questions, which were selected, 
graded, and tabulated after several years' experiment. 

A Final Word to the Teacher 

The outlines and terminology of this book are 
for the guidance of the teacher only, and for this 
reason they could have no meaning for the pupil. 
The discussions frequently contain such terms as * ex- 
position,' f narration,' f unity,' ' time sequence,' etc., 
but these terms should never be used in directing the 
work, unless it be in the eighth grade, where their 
use would prepare the pupil for the first year's work 
in the high school. This explanation gives the reason 
for what will seem to be an undue emphasis placed, 
in this book, on the forms of discourse, when the 
more important thing is their functions. 

1 Published by Ginn and Company, Boston. 25 cents for 100 sheets. 



LANGUAGE WORK BY GRADES 



GRADE ONE 

I. ORAL LANGUAGE WORK 

Original Expression. 

1. Conversation Exercises. 

2. Observation Lessons and Reports. 

3. Story-Telling : (a) Reproductions ; (b) Creations of Fancy „ 

Imitative Expression. 

1. Memorizing Work. 

2. Dramatization. 

3. Language Games. 

II. WRITTEN LANGUAGE WORK 

Original Expression. 

1. Single Sentence Work. 

Imitative Expression. 

1. Copying Work. 

2. Dictation Exercises. 

III. GENERAL WORK 

Desk Work. 

1. Word Cards. 

2. Letter Cards. 

Technical Matters. 



23 



PURPOSES AND AIMS 

The purpose of language work in the first grade is to 
stimulate thought and feeling, and to broaden and enrich 
the child's vocabulary that he may give expression to 
these mental states in correct phraseology. Oral expression 
is at this stage the child's chief means of expressing his 
growing intellectual life, and it is the business of the 
teacher in this grade, therefore, to concentrate her efforts 
upon this part of the work. All very common errors in 
language should be unceasingly, and yet kindly, corrected, 
that some definite progress may be made in this direction. 
Making correct and complete statements should become 
a fixed habit before the second year's work is begun. 
Very little written composition should be attempted this 
year, certainly not before the last two or three months. 
After the first few weeks of school, however, some written 
work, consisting of copying words and sentences from the 
board or from the reading lessons, may be done on the 
blackboard or with soft pencils on unglazed paper. By 
the close of the year the child should be able to write 
his own name and home address, and to take very simple 
dictation work. Let the teacher remember that the expres- 
sion of thought must be open and frank if it is to be of 
any value in language development, and consequently 
that the first step here will be to win the friendship and 
complete sympathy of the children. 



24 



GKADE ONE 

I. OEAL LANGUAGE WOEK 
Original Expression 

1. Conversation Exercises. The ability to think 
accurately and to give correct expression to his 
thoughts is the most important possession the child 
can have. The first duty, therefore, that confronts 
the teacher in this grade is to assist the child to take 
the first steps toward this end. At first this can be 
done- best by drawing out in the form of free and 
general conversation the expression of thought on 
matters closely connected with the life and interests 
of the children. For the first two weeks, or perhaps 
longer, no other kind of language work should be 
attempted. 

The method used in this work should be to elicit 
simple and spontaneous statements from the chil- 
dren, both by suggestion and by question, until by 
degrees they are led to direct their remarks to each 
other. At first the teacher should not be too care- 
ful as to the order and conciseness of what is said. 
The questions asked by the teacher should always 
be such as demand specific answers. That she may 
be successful in developing freedom and spontaneity, 

25 



26 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 



the teacher should take advantage of every oppor- 
tunity to converse with the small - children before 
school each morning, on the playground, and on 
the way to and from school. This will develop a 
bond of sympathy between teacher and pupil, and 
will help to break down the barrier raised by 

timidity on the part of the 
child. ' 

The teacher should always 
be sympathetic in her atti- 
tude, and the children should 
never be allowed to get the 
idea that the conversation 
period is a regular language 
exercise. For this reason 
the correction of mistakes 
in this and all other exer- 
cises of the day should at 
first be done sparingly, and 
largely by example. Un- 
suspected openings may be 
found for substituting the 
correct for the incorrect form, thus winning the 
child's ear to the correct expression and leading him 
to use it unconsciously. Later in the year, however, 
a few of the commonest errors should be chosen for 
unceasing correction. Such mistakes as the following 
will very likely be heard : ' come ' for ' came,' ' seen ' 
for ' saw,' f have got ' for ' have/ ' git ' for f get/ 
' don't ' for ' does n't,' ' ain't ' for ' am not,' ' is n't ' 




CONVERSATION SHOULD BE- 
GIN WITH PETS AND PLAY- 
THINGS 



GRADE ONE 27 

or ' are n't,' double negatives, plural nouns with 
singular verbs, etc. In the child's speech a very 
important goal to be reached is complete, full state- 
ments in recitations. The teacher should lead the 
way by constantly speaking in this manner and by 
assisting the children to do likewise. 

The following suggested grouping of subjects suit- 
able for use in the conversation exercises is made 
in order to give the teacher assistance in begin- 
ning the work. Other subjects suited to individual 
localities may be added by the teacher as she 
thinks best. 

a. The home : what father, mother, brothers, and sisters 
are doing ; animals on place ; pets ; playthings. 

b. -Growing things : corn, cotton, wheat, oats, potatoes, and 
all the things that grow in field, orchard, or garden ; flowers, 
shrubbery, trees, and weeds, both wild and domestic, in yards 
and on roadsides. 

c. Animals: domestic, such as the horse, cow, dog, hog, 
sheep, etc. ; wild, such as the rabbit, squirrel, opossum and, 
after the circus, the lion, elephant, giraffe, 'etc. 

d. Birds (all in the community) : color, songs, habits of 
life, good or bad for fruits and crops. 

e. Holidays and seasons : Columbus Day, Thanksgiving, 
Christmas, New Year's, Lincoln's Birthday, and Washington's 
Birthday ; fall, winter, spring. 

/. Pictures of action and of animal life, such as those of 
Bonheur, Landseer, and Millet and the best illustrations of 
Mother Goose, may be found interesting in this grade. Little 
description work with pictures should be done before the 
second grade. 

g. The teacher should occasionally lead the conversation 
into a discussion of good manners (such as correct behavior at 



28 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

table, courtesy to women and girls, consideration for old people 
and younger children) and personal neatness (care of the teeth, 
nails, shoes, and hair, and attention to details of dress, etc.). 

2. Observation Lessons and Reports. Children 
should be taught early to see things in the world of 
nature and art, and to describe and make statements 
about them. After interest has been aroused, in the 
conversation period perhaps, about some object closely 
related to the life of the children, they may be asked 
to observe it carefully for a day or two. The result 
of these observations should then be given in the 
form of oral reports in the language class. These 
reports should be given in a free and open conversa- 
tional style, assisted perhaps by an occasional ques- 
tion from the teacher. Later in the year, reports 
consisting of several well-connected sentences may be 
expected. This is a good place to teach many facts 
about nature study, agriculture, domestic science, and 
the various manufacturing and industrial activities. 
The method of presentation should be varied. In 
addition to the plan outlined above, the following 
devices may be found suggestive : 

a. Have the children go to the windows or to 
the front door for a moment. When they return, 
have them report what they have seen. Complete 
statements should be required in these reports. 

b. Have the children observe things in the school- 
room by asking them to name all the flowers in 
the vases or to name the prettiest thing in the 
room. 



GKADE ONE 29 

c. To test the imaging power of the children, ask 
them without previous notice to tell what they saw 
on the way to school or at the county seat on the last 
visit, what they ate the day before at supper, etc. 

cl. Large pictures that deal with subjects closely 
related to child life may be used for this purpose. 
The child should be expected merely to tell what he 
sees, and not to describe the objects except in a very 
general way. Only scenes of life and action should 
be used, such as the animal pictures of Bonheur and 
Landseer, and those of Millet which give scenes of 
action, as " Feeding her Birds." 

3. Story- Telling . The story is one of the most 
effective instruments in the hands of the teacher 
in the lower grades. The telling of reproduced and 
original stories increases the ability to do two 
things, for, in addition to the increased power of 
expression gained in this way, the child's imaging 
power is greatly strengthened. After a preliminary 
discussion of characters and principal ideas involved, 
a story is told, sometimes read, to the children, after 
which they are led to discuss it and ask questions 
about it. Reproduction should never be expected 
until the children can ask intelligent questions about 
the story and have a single complete impression of 
it as a whole. 

After new stories are learned and repeated, frequent 
opportunities should be given the children to tell 
those they liked best. Correct language and com- 
plete statements should be a goal throughout, and 



30 LANGUAGE WORK IN ELEMENTARY SCHOOLS 



yet the most important thing to be developed is 
vivid imagination, which leads the children to enter 
heart and soul into the story, and to tell it so 
as to make others enter into it in the same way. 
Only short stories are suited to the work in this 
grade. By the end of the year each pupil should 
be able to tell in a pleasing manner several stories 
from beginning to end. The children should be 

encouraged to tell 
these stories to 
their fathers and 
mothers at home. 
As has been in- 
dicated above, the 
story work affords 
an excellent oppor- 
tunity for training 
the constructive 
imagination. To 
this end children 
should be encour- 
aged to tell stories constructed entirely by them- 
selves. They may be asked to imagine they are, 
for example, a lion in the woods or a flower in 
the yard or schoolroom, and to tell little simple 
stories in keeping with the objects impersonated. 
Another simple device is to have the children hide 
their faces in their hands on the desks and dream 
for a few moments. The dreams are then told in the 
form of stories. In this work care should be exercised 




A STORY ALWAYS HOLDS THE ATTENTION 
OF CHILDREN 



GBADE ONE 31 

to keep the children from indulging in nights of 
imagination that are wild and hurtful. 

The stories that appeal especially to children in 
the early grades are Grimms' fairy tales, Hans 
Andersen's stories, Mother Goose rimes, and the 
mythological stories and folk tales of many lands. 
Stories of Indian and primitive life are pleasing to 
children, while those that teach lessons of good man- 
ners and morals, and of hygiene and personal habits 
of cleanliness etc., should also be given a place. 

The following stories, from the above sources, are 
especially suitable for use in this grade : 

Jack and the Bean Stalk. The Crow and the Pitcher. 

Little Ked Biding-hood. The Lion and the Mouse. 

The House that Jack Built. The Little Bed Hen. 

Jack the Giant Killer The Three Bears. 

Tom Thumb. Aladdin, or the Wonderful 

The Shepherd Boy. Lamp. 

Cinderella. The Fox and the Cat. 

The Hair and the Tortoise. The Wolf and the Lamb. 

The Fox and the Grapes. The Dog .in the Manger. 

" The Lion and the Mouse," one of iEsop's fables, 
is given below with a suggestive series of questions 
that may be used in introducing a discussion of the 
story after it has been told to the children. 

THE LION AND THE MOUSE 

A lion lay at full length one day, sleeping under a shady 
tree. Some mice, in scrambling after crumbs that he had 
dropped, awoke him. Laying his paw upon one of them, he 
was about to kill it, when the little animal cried, w Oh, please, 



32 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

sir, don't kill me ! If you will only spare my life, I will do 
as much for you sometime." 

The lion smiled and let him go. Not long after that some 
hunters spread a net in the woods in such a way that the 
lion ran into it and could not get out. The more he struggled, 
the closer were the strong cords drawn about him. 

The mouse heard him roar and ran to his aid. "Lie still 
awhile and I will get you loose," said he. Then with his 
sharp teeth he soon gnawed the ropes in pieces. 

"You smiled at me once/' said he, "because you thought 
I was too small to save your life. But haven't I kept my 
promise ? " 

QUESTIONS 

Why did the lion lie down for a nap? Was it in the morning 
or in the evening? How do you suppose the little mouse felt 
when the lion caught him ? What did the other mice do ? Do you 
suppose the lion thought the mouse would ever be able to save 
his life? Tell what the little mouse probably said to the Hon 
and later to the other mice when the lion let him go. Do you 
think he was very happy? Why couldn't the lion free himself 
from the net ? Who spread the net ? What would the hunters have 
done with the lion if the mouse had not freed him? Was the 
little mouse glad to help the lion? Why? How did he set the 
lion free? Did you ever notice how sharp the teeth of a little 
mouse are? Did you ever see a garment at home that mice have 
eaten holes through? What do you suppose the lion said to the 
mouse ? 

Imitative Expkession 

1. Memorizing Work. Poetry is the form in which 
the literature of every people has first appeared. It is 
therefore one of man's natural means of expressing 
the music in his soul, and for this reason it appeals 
to child nature more than prose. The kindergart- 
ners have taught us, through their emphasis on 



GKADE ONE 



33 



rhythm, that the memorizing of poetry is but devel- 
oping a natural feeling for rhythm that will later 
grow into a love for music and poetry. The study 
and memorizing of poetry, moreover, affords an 
excellent introduction to the study and appreciation 
of literature, and stores the child's mind with beau- 
tiful phraseology that will be quite sure to have a 
good influence upon his language in after life. 







LITTLE BOY BLUE 



Pictures, or crude drawings made by advanced pupils, may be used in 
• memorizing or story-telling 

Only short poems, such as " Jack Horner," " Little 
Boy Blue," " Old King Cole," or Stevenson's " The 
Rain" and " At the Sea-side," should be used at first. 
Before the poem is read or recited, it is sometimes 
well to tell a short improvised story bearing on the 
thought of the selection. This will arouse interest, 
secure attention, and put the imagination to work. 
The poem should be repeated or read several times, 
with short discussions after or during each reading, 



34 LANGUAGE WOBK IN ELEMENTARY SCHOOLS 

to lead the children to understand the thought and 
image the pictures contained in the poem, for the 
poem is taught for its thought as well as for its 
rhythm. The teacher should make careful preparation 
for this work by reading the poem aloud until she can 
recite it with effect and be at ease before the class. 

The memorizing and repeating will have to be 
done line by line, the rate of progress being deter- 
mined by the teacher. No more than one stanza 
should be attempted in one day. The method of 
reciting should nearly always be individual. If the 
teacher can find a picture illustrating the general 
idea of the poem, it would be well to hold it before 
the eyes of the children as they memorize, to inten- 
sify the mental images being formed ; or they may 
be asked to close their eyes and lay their heads 
upon the desks while the teacher repeats the poem 
for the same purpose. 

The best verses for memory work in the early part 
of the year are the Mother Goose rimes, such as 

Little Jack Horner Hey Diddle Diddle 

Old Mother Hubbard Jack and Jill 

Old King Cole This Little Pig went to Market 

Little Boy Blue Humpty Dumpty 

Later such as the following may be learned : 

Stevenson, B. L. : The Wind ; The Bain ; Where Go the 
Boats. 

Bossetti, Christina ; Who has seen the Wind ; Boats Sail 
on the Bivers. 



GEADE ONE 35 

Tennyson, Alfred : Little Birdie. 
Watts, Isaac : The Busy Bee. 

Field, Eugene : The Eock-a-by Lady ; Wynken, Blynken, 
and Nod. 

Browning, Eobert : Pippa's Song (from w Pippa Passes "). 
Kingsley, Charles : The Lost Doll. 

Poems which are significant at certain seasons, or 
on special days and occasions, such as fall, winter, 

. 
'"OX 




<UMJJ~ (X y m/ -v u ■/ '.<. 








IWL/UA... 



first-grade original composition, sixth and 
seventh months 

Christmas, after a snow or frost, etc., should be used 
at such times. Selections that call the attention 
of the child to the beauties and grandeur of nature 
should also be given a place. 

Two poems are given below with suggested sets 
of questions that may be used to arouse interest 
in the poem, to teach the thought involved, and to 
intensify the mental pictures contained. 



36 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

LITTLE BOY BLUE 

Little Boy Blue, come blow your horn ! 

The sheep ? s in the meadow, the cow 's in the corn. 

Where 's the little boy that looks after the sheep ? 

He 's under the haystack, fast asleep. 

Will you wake him ? No, not I ; 

For if I do, he '11 be sure to cry. — Mother Goose 

QUESTIONS 

Why is the little boy called Boy Blue? Where does he live? 
What work has his father given him ? Where should the sheep be ? 
Where should the cow be? What harm will they do? Where is 
Little Boy Blue ? What tells you he is in the country ? What time 
of the year do you think it is ? Why ? How does the farmer care 
for his sheep and cows in summer? 

THE RAIN 1 

The rain is raining all around, 

It falls on field and tree, 
It rains on the umbrellas here, 

And on the ships at sea. — Bobert Louis Stevenson 

QUESTIONS 

Who is talking in the poem ? Where is he ? What does he see ? 
(Here have the complete picture described — the little boy inside 
standing at a window, looking out across a field with a tree in it 
to a street where people are walking and across to the ships on the 
ocean.) Shut your eyes and see the picture. Imagine you hear the 
raindrops. What does the rain fall on ? Tell me about a trip you 
took in the rain. 

2. Dramatization. Stories and poems in which 
the dramatic element predominates may be rendered 
in the form of plays with great profit and delight 

1 Used by permission of Charles Scribner's Sons. 



GRADE ONE 



37 



to the children. This work has, within the past ten 
years, corne into special prominence in the primary 
grades as an approved type of language work. The 
imitative and play instinct is especially strong in 
children. In allowing this instinct to assert itself 
the teacher will do much to develop the imagination 
and to assist the child in overcoming much of his 
timidity and self-consciousness, which are likely to 




MOTHER GOOSE PLAY GIVEN BY FIRST-GRADE CHILDREN 



be abnormal during the first year at school. The 
success of the work depends on the perfect freedom 
exercised by the children. 

The story to be dramatized should be read aloud 
by the teacher two or three times. This should be 
followed by a discussion of the thought and charac- 
ters involved. The children should be led to decide 
what characters are necessary to act the play and 
how it may be staged in the schoolroom. Where 



38 LANGUAGE WORK IN ELEMENTARY SCHOOLS 



variations or additions are to be made in the dia- 
logue, the children should be led to do the work ; or, 
in a play based on a story that does not have any 
dialogue in it, the dialogue may be entirely made up 
by the children. Originality should be exercised in 

this work, and the 
extent to which 
this shall be done 
should steadily in- 
crease from grade 
to grade. 

Two renderings 
of the play, with 
new actors the 
second time, are 
sufficient for the 
first day. This 
ought to be re- 
peated the next 
day, or perhaps 
a little later, and 
again in a week 
or so, that the 
play may be thor- 
oughly mastered and given pleasingly without 
prompting. If the play is rather long, a single act 
is enough to be attempted each day until the whole 
is ready for presentation. The teacher must remem- 
ber that at the beginning only very short and simple 
rimes or stories should be used. 




BAA, BAA, BLACK SHEEP 



GBADE ONE 39 

Much interest may be aroused by having the 
children impersonate the characters in the reading 
lessons that contain considerable direct discourse. 
They will at first act the parts as they read them, 
and later, if the selection is interesting and not too 
long, they may dramatize it. 

There are on the market only a few books which 
contain plays suitable for the lower grades. For a 
list of such books see page 257. Mother Goose 
rimes, iEsop's fables, Grimms' tales, and other fairy 
stories are especially good for this work. Nearly all 
the readers in the lower grades contain selections 
that may be dramatized. 

Two short rimes are dramatized below as prac- 
tical examples of this work : 

BAA, BAA, BLACK SHEEP 

Baa, baa, Black Sheep, 

Have you any wool ? 
Yes sir, yes sir, 

Three bags full. 
One for my master, 

And one for my dame, 
And one for the little boy 

Who lives down the lane. 

Preliminary Steps : After learning the rime the children are led 
to decide what characters are needed for the play and what chil- 
dren shall represent these characters. The most convenient place 
in the schoolroom is chosen for the play, and the staging is 
decided upon. 

Characters : Black Sheep, Little Boy, Little Girl, and 

several other Children. 



40 LANGUAGE WOEK IN ELEMENTABY SCHOOLS 

Scene : A group of Children playing on a lawn (space in front of the 
teacher's desk) as Black Sheep is seen walking 1 up the road (aisle). 

Black Sheep. [ Walking down the road] Baa, baa ! 

Little Girl. Oh, I hear a sheep ; let 's go see him. 

[Little Boy and Little Girl run to the gate.] 

Little Girl. Good morning, Black Sheep. 

Little Boy. Good morning, Black Sheep, have you any 
wool? 

Little Girl. Have you much wool ? 

Black Sheep. Yes ma'am, yes sir, three bags full: one 
for my master, and one for my dame, and one for the little 
boy who lives down the lane. 

Little Boy. Won't the master be glad ! 

Little Girl. Yes, and the dame will make a nice sweater 
and a warm dress out of the wool. 

Little Boy and Little Girl. [ Clapping their hands] You 
are the best sheep in the world ! 

Black Sheep. ^Starting down the road] Baa, baa ! 

Little Boy. Good-by, Black Sheep. 

Little Girl. Come back to see us sometime, Black Sheep. 
Good-by. 

Little Boy and Little Girl return to lawn and rejoin Chil- 
dren at play. All the Children then return to seats* 

LITTLE BOY BLUE 

Little Boy Blue, come blow your horn ! 

The sheep 's in the meadow, the cow 's in the corn. 

Where 's the little boy that looks after the sheep ? 

He 's under the haystack, fast asleep. 

Will you wake him ? No, not I ; 

For if I do, he '11 be sure to cry. 

Preliminary Steps : The story is introduced and the characters 
are chosen in the manner shown in the preceding play. 

Characters : First Child, Second Child, several boys for Cows, 
several girls for Sheep, Little Boy Blue, a Dog. 



GRADE ONE 



41 



Scene : A meadow in one corner of the room ; a cornfield in the 
opposite corner. Four chairs with backs inside for the haystack 
in the meadow. Little Boy Blue lies asleep on two of these 
chairs. The girls in the corner which represents the meadow; 
the boys in the opposite corner, which represents the cornfield. 




A SCENE FROM LITTLE BOY BLUE 
Played on the lawn in front of schoolhouse by first-grade children 



First Child discovers sheep in the meadoiv and cow in the corn. 
Walks about the room, calling Little Boy Blue 

First Child. Little Boy Blue, Little Boy Blue, come 
blow your horn; the sheep's in the meadow and the cow's 
in the corn. 

[First Child meets Second Child.] 

First Child. Have you seen Little Boy Blue anywhere ? 

Second Child. Yes, he is here under the haystack, fast 
asleep. 

First Child. Will you wake him, please ? 

Second Child. No, not I, for if I do, he'll be sure to 
cry. 



42 LANGUAGE WOEK IN ELEMENTAEY SCHOOLS 

First Child. I will, then. [ Goes to Little Boy Blue and 

shakes him'] Little Boy Blue, Little Boy Blue, 

come blow your horn ; the sheep 's in the meadow 

and the cow 's in the corn. 

[Little Boy Blue jumps up and, after rubbing his eyes 

a moment as if crying, bloius his horn.~\ 

Little Boy Blue. Toot-toot, toot-toot. 

\A boy (the Dog) rushes first to one corner and then to 
the other, driving the sheep from the meadow and 
the cow from the corn. The children all retire to 
their seats. .] 

(The three parts, First Child, Second Child, and Little Boy Blue 
should now be assigned to three other children and the play be given 
a second time.) 

3. Language Games, Didactic teaching seldom 
reaches the young child, because a natural interest is 
hard to arouse in this way. The most effective efforts 
at this stage are those that utilize the play instinct 
in child life. Nearly all growth in language power 
comes when the interest is high, as it is when the 
play element is introduced into school work. 

For these reasons the language game is a most 
effective means of getting children to speak correctly 
without knowing that this is the teacher's purpose. 
It is intended merely to supplement the regular lan- 
guage work, and should be looked upon by the chil- 
dren as play and nothing else. It may be effectively 
used in the first three grades and sometimes in the 
fourth, and is so planned that every child in the class 
may have a part in the play work. 

The teacher should keep a record of the common- 
est mistakes made by the children and should plan 



GRADE ONE 43 

the games so as to correct these. The following mis- 
takes will very likely be heard : ' come ' for ' came '; 
' seen ' for ' saw ' ; ' set ' for ' sit ' ; ' done ' for ' did ' ; 
'run ' for 'ran' ; ' laid ' for 'lay' ; ' has rang' for ' has 
rung ' ; ' ain't ' for ' is n't,' ' are n't/ or ' am not ' ; 
'I've got' for 'I have'; 'It's me' for 'It's I'; 
1 them' for ' those' ; double negatives; plural subjects 
with singular verbs. 

These language games, each of which can be played 
in a very few minutes, may be used to fill in at any 
odd time. The best results are achieved if the chil- 
dren are allowed to play the games as a reward for 
work well done or as a means of recreation. There 
are on the market only two books that outline for the 
teacher's use games of this character (see p. 256 for 
the names of these). 

To correct ' Ain't' One child is asked to think of 
a word, as, for example, 'cat.' He says, "I am think- 
ing of a word that rimes with 'cat.' Jim, what is 
it?" "Is it 'rat'?" is the reply. "No, it isn't 
' rat,' " replies the leader. He continues giving this 
answer until some one guesses the word he has in 
mind, which may be ' fat,' or ' mat.' The child that 
guesses the word becomes the next leader. 

To correct 'It's Me? After the game is explained 
to the children, one child is asked to leave the room 
for a moment. While he is out, let someone move 
the teacher's bell or eraser. The child is called back 
and begins asking, " Who moved the bell ? Was it 
you, Will?" The answer is probably, "No, it was 



44 LANGUAGE WOBK IN ELEMENTARY SCHOOLS 



not I." The questions are continued until the right 
person is asked, when the answer is, " Yes, it was I." 
Another child is then asked to leave the room and 
the performance is repeated. This game may be varied 
in such a way as to emphasize the use of all the 
nominative cases of pronouns after copulative verbs. 






LANGUAGE GAME TO CORRECT 'HAVE GOT' 



To correct ' Have Got." The children may be asked 
to bring to school some morning as many flowers, 
weeds, or bits of shrubbery as they can. These are 
placed on a table, and each child is asked to pick 
up one of the plants. When this has been done, they 
are asked to tell, one by one, what plant they have. 
The answers will be such as "I have a rose" or "I 
have a ragweed." This is good nature-study work. 

In an observation covering two months the critic 
teachers in one of the largest normal-school training 



GRADE ONE 45 

schools in the United States found the following 
mistakes common among the children in the first 
three grades : 

1. Objective case used as subject of finite verb: 
Henry and me are going. 

2. Objective case after copulative verbs with sub- 
ject nominative : It is me. Was that him ? 

3. False agreement of subject and verb : The boys 
is gone. 

4. False agreement of pronoun and antecedent: 
Every boy got their apple. 

5. Adjectives for adverbs : She sees good. 

6. Nominative case after transitive verbs : She 
told Mary and /. Who did you see? 

7. Nominative case after prepositions : He gave 
it to you and I. 

8. Errors in verb forms : ' Seen ' for ' saw ' ; ' lay ' 
for ' lie ' ; ' done ' for ' did ' ; ' sung ' for ' sang ' ; 
1 knowed ' for ' know ' ; ' brung ' for ' brought ' ; ' come ' 
for 'came'; 'don't' for 'doesn't'; 'ain't' for 'isn't' 
or ' are n't.' 

II. WRITTEN LANGUAGE WORK 

Original Expression 

Not until the latter part of the year should the 
child be expected to put into written form any state- 
ments of his own composition. After he has learned 
to write a little by copying words and sentences 
from the board or from the primer, and has made up 



46 LANGUAGE WOKK IN ELEMENTARY SCHOOLS 

original sentences with letter cards and word cards, he 
may be led to write short sentences of his own com- 
position on the board or with soft pencil on unglazed 
paper. A story or poem previously learned may offer 
ideas for the sentences. Pictures of action and of 




V WVJ AJ1M1 



(mi mnjj mj 



FIRST-GRADE COPYING WORK. FIFTH MONTH 

animal life may also be used for this purpose. In 
this work the child should always be required to 
use script. 

Imitative Expression 

In this grade the child should learn to write his 
own name and home address. After a few months 
he should also have considerable practice in copying 
script sentences from the board or from the primer. 
Toward the close of the year short sentences may be 



MM/A 






MM/. 




/wrjiir 




J 




1/ 



W \J s V 



mOW to 





bV VA 




w 

FIRST-GRADE ORIGINAL COMPOSITION WORK. EIGHTH MONTH 



,// 



47 



48 LANGUAGE WOBK IN ELEMENTARY SCHOOLS 

dictated to the children by the teacher. These sen- 
tences may be written on the board or on tmglazed 
paper. 

III. GENERAL "WORK 
Desk Work 

1. Word Cards. After the children have learned 
a number of words in the early part of the year, 
sentences may be composed at the desks with cards 




o 

HECTOGRAPH AND COPYING WORK. SIXTH MONTH, 
FIRST GRADE 



GEADE ONE 49 

on which, these words are written or printed. Any 
teacher can make in a short time enough of these 
cards for a small class. They may be made out of man- 
ila paper of postal-card weight, which costs only five 
cents a square yard, or eight cents for heavier weight. 
The following directions give in detail the method 
of making word cards : " Take a piece of manila 




LITTLE BOY BLUE 

Desk work with scissors 

paper and mark it off with a pencil into spaces one 
by one-half inch. In the spaces write with pen and 
ink the words as they are learned. Make at least 
as many duplicates of this sheet as you have pupils. 
Cut up the sheets. Put each full set of words, with 
a number of duplicates, into an envelope or a spool 
box, upon which you have written the child's name. 



50 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Add to these sets as the list grows. Words that 
begin with capitals in the sentences 'given on the 
blackboard or strips should appear in the same 
form on the cards. The word with the small initial 
letter (if it is not a proper noun) can be given later." 
In rural schools where four or more grades are 
taught by one teacher the work may, as a rule, be 
inspected at the desks by older pupils. This will 



a 


a 


a 


a 


a 


a 


A 


A 


A 


A 


A 


A 


b 


b 


b 


b 


b 


b 


B 


B 


B 


B 


B 


B 


c 
d 


c 


c 


c 


c 


c 


C 


C 


C 


C 


C 


C 


d 


d 


d 


d 


d 


B 


D 


D 


B 


D 


D 


e 


e 


e 


e 


e 


e 


E 


E 


E 


E 


E 


E 



Front 



Back 



LETTER-CARD SHEET 



The best letter-card sheets have capitals on one side and small letters 
on the other 



save the teacher much time. After pupils can read 
print well, desk work may be provided by cutting 
up old readers that contain large print. Before being 
cut up, the printed page should be pasted on stiff 
paper to give it greater firmness. 

2. Letter Cards. After the children have learned 
to read simple sentences and know the letters of the 
alphabet, they may spend some of their spare time 
at the desks, building up short sentences with letter 



GKADE ONE 



51 



cards. At first the sentences should be copied from 
the board or from the primer. Short rimes learned 
by the children may also be used. Toward the latter 
part of the year the children may compose original 
sentences suggested by some story or rime previously 
learned, or even by a picture of action or of animal life. 




FIRST-GRADE WORK WITH LETTER CARDS, CORRELATING 
LANGUAGE AND NATURE STUDY 



The letter-card work is an excellent way to intro- 
duce spelling in the form of play, for no misspelled 
words should be passed without correction. All sen- 
tences must begin with capital letters (cards may be 
obtained that have capitals on the reverse side, and 
the teacher can simply turn the first letter over to 
correct this mistake), and a period should always 
be placed at the close. By the plan suggested above 



* # 




ii 


... ^ ->: — 


■ % 






FIRST-GRADE WORK WITH LETTER CARDS, CORRELATING 
LANGUAGE AND NATURE STUDY 



52 



GRADE ONE 53 

for the word cards, the teacher can in a short time 
make enough of these cards for a small class. The 
printed cards will cost only from six to ten cents for 
each pnpil (for information as to where these cards 
may be purchased see p. 256). 

Technical Matters 

Under this heading will be given from grade to 
grade such technical matters as the child should, 
during the year, learn to use correctly in his oral 
and written language. 

1. Ccqyitals : at the beginning of each sentence, the pro- 
noun *I/ and the first letter in each word of the 

child's name and home address. 
27 Punctuation : period at the end of each sentence. 
3. Verb forms : correct use of * is ; and * are/ ? was ' and 

K were/ and all forms that are commonly misused. 



GRADE TWO 

I. ORAL LANGUAGE WORK , 

Original Expression. 

1. Conversation Exercises. 

2. Observation Lessons and Reports. 

3. Story-Telling. 

4. Small Beginning in Oral Narration of Real Experiences, 

Descriptions, and Simple Exposition. 

Imitative Expression. 

1. Memorizing Work. 

2. Dramatization. 

3. Language Games. 

II. WRITTEN LANGUAGE WORK 
Original Expression. 

1. Simple Sentence Work (early part of year). 

2. Small Written Compositions: («) Simple letter form ; (b) Com- 

positions involving Narration, Description, and Simple 
Exposition. 

Imitative Expression. 

1. Copying Work. 

2. Dictation Exercises. 

III. GENERAL WORK 
Desk Work. 
Vocabulary Work. 
Technical Matters. 



56 



PURPOSES AND AIMS 

As outlined in the first year's work, oral language 
should receive the greater emphasis this year. The work 
to be clone here is very similar to that outlined for the 
first grade, the chief difference being that the extent and 
intensity are somewhat increased. The purpose of the 
year's work is, therefore, to develop the ability to think 
to a definite end and to express thought in reasonably 
correct language. By the end of the year the child should 
be able to speak or write four or five logically related 
statements on one subject. In the written work a knowl- 
edge of certain matters pertaining to capitalization, punc- 
tuation, and form should be demanded. The work of 
correcting bad habits of speech in all recitations should 
be kept up unceasingly by the teacher. The correlation 
of nature study, hygiene, history, local geography, etc. 
with language work should be more systematically intro- 
duced in this grade than was possible in the first year. 
If the language work of this year is a success, a steady 
development of originality and spontaneity in thought 
and its expression will be seen. 



56 



GRADE TWO 

I. ORAL LANGUAGE WORK 
Original Expression 

1. Conversation Exercises. Conversation exercises 
should be continued this year along the lines sug- 
gested in the first grade. In this grade, however, 
the exercises are more definitely planned to achieve 
certain given ends. Special periods may be devoted 
to discussions of matters of general interest to the 
children, such as the circus, the county fair, the first 
frost or snow, the overflowing of the river, Christ- 
mas, etc. Matters connected with good manners and 
correct personal habits should also be given a place 
here. In the discussion of these various subjects effec- 
tive correlation of civics, hygiene, local geography, 
history, etc. may be obtained. 

In this grade conversation is both a means and an 
end. Besides its purpose described above, it is the 
means by which the various types of language work, 
as well as the recitations in all other branches, are 
introduced. Better results will be achieved in all of 
the recitation work throughout the eight grades if 
the teacher can make the pupils lose sight of the 
formal side of the recitation and feel that they are 

57 



58 LANGUAGE WORK IN ELEMENTARY SCHOOLS 



simply talking with the teacher and with each other 
about the various topics that arise. 

Correct and complete statements should continue 
to be the goal here, as in all grades throughout the 
course. In each sentence the teacher may make cor- 
rections by giving 
the child the cor- 
rect form, or the 
statement as it 
should have been 
made, and requir- 
ing him to repeat 
it in that form. 

2. Observation 
Lessons and Re- 
ports. The work 
begun in the first 
grade should be 
continued in the 
second grade. The 
reports should be 
given in free con- 
versational style, 
producing simple 
work in narration, 
description, and exposition. The life and industries 
of each community will afford abundant material for 
observation in this work. The world of nature affords 
great opportunities for training in observation, while 
in rural districts much elementary knowledge of 




PICTURES WILL DEVELOP GREATER IN- 
TEREST IN CONVERSATION AND ORIGINAL 
STORY COMPOSITION 



GEADE TWO 



59 



agriculture and farm activities may be taught in this 
way. Pictures may be effectively used in this work, 
as suggested in the first grade. More detailed 
descriptions of the objects in the pictures should be 
expected here. 

o. Story -Telling. The directions given for this 
work in the first grade will, with some exceptions, 









^:-^r"^'--m^ "-•*;■ 



SECOND-GRADE CONVERSATION AND ORAL EXPOSITION 

Subject, flowers, which have been gathered at recess 



serve equally well here. The language should be 
more correct and the sentences more carefully formed. 
Stories of greater length may be learned, and the 
children should show a better grasp of the story as 
a whole. The stories should be thoroughly studied, 
and for this reason too many of them should not be 



60 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

attempted. It would be well to dramatize nearly all 
the stories learned during the year. Whenever possi- 
ble, it is very interesting and profitable to have the 
children illustrate the stories by drawings, clay model- 
ing, cuttings, etc. This is especially desirable when 
the stories are written by the children. 

It is important that some attention be given to 
the telling of original stories during this year. Pic- 
tures of stories previously learned may furnish the 
characters and even the ideas for the new story. A 
good plan is for the teacher to read a few lines of 
a new story and have different children suggest a 
possible conclusion for it. 

The sources of stories to be used in this grade are 
almost the same as those indicated in the first grade. 
Stories from iEsop, Grimm, and Andersen, and folk 
stories and mythological tales, are most suitable. 
Stories that have been read in the regular reader 
or in supplementary readers may be used in this 
work, while those learned during the previous year 
should be repeated from time to time. 

The following stories are, in length and subject 
matter, suitable for use in this grade : 

iEsop : The Two Frogs, The Grasshopper and the Ant, The 
Mice in Council, The Fox and the Crow, The Wind and the 
Sun, The Eat and the Elephant, The Wolf and the Lamb. 

Andersen : The Daisy, The Fir Tree, The Flax, The Ugly 
Duckling, The Steadfast Tin Soldier, The Snow Man. 

Grimm : The Queen Bee, The Six Swans, The House in the 
Wood, Briar Rose, The Elves and the Shoemaker. 

Bible : Daniel in the Lions' Den. 



GBADE TWO 61 

Longfellow, H. W. : Hiawatha's Childhood. 

Miscellaneous : Eobin Hood, Alexander and Bucephalus, 
The Blind Men and the Elephant, The Story of William Tell, 
Bruce and the Spider. 

The following outline suggests a possible method 
of introducing to the children the story " Little Eed 
Riding-hood." 

Children, did you ever see a little cloak with a hood on it ? 
I think they are warm and pretty, don't you ? I used to have 
one when I was a little girl. Would you like to hear a story 
about a little girl just about your age that had a pretty cloak 
with a little red hood on it ? Well, I will tell it to you. 

(Here the story is told. Here and there as the teacher proceeds 
she will stop to ask a question or two to keep the attention and to 
impress the details of the story. Whenever possible it is always better 
to lead the children to ask some of the questions and to discuss the 
story. The following questions are such as the teacher might ask as 
she tells the story.) 

Don't you think this little girl's grandmother was good to 
give her this pretty cloak and hood? Why did they call her 
Little Bed Kiding-hood ? Do you think she was glad to go 
to her grandmother's ? Why ? 

Did you ever see a wolf in a circus ? 'No ? Well, a wolf 
looks something like a large, shaggy dog. Would you like to 
meet one in the woods ? Do you think she was afraid when 
she met him? If she had been, would she have stayed to 
gather flowers after he left her ? What would you have done ? 

Are n't you glad the men came in time to save Little Bed 
Biding-hood ? Do you think she ever went through the woods 
alone again ? Do you like the story of Little Bed Biding- 
hood ? You do ? Well, you may learn it, so that you can tell 
it to your mother and father at home. 

4. Oral Composition. Complete oral compositions, 
consisting of from three to five statements, may be 



62 LANGUAGE WORK EST ELEMENTARY SCHOOLS 

expected by the close of this year. While this work 
will generally be followed by written work on the 
same subjects, the former should be deliberately 
planned as an end in itself. Before the completed 
product is reached, much preliminary conversation 
and observation will be found necessary in order to 
arouse thought and to bring out the interesting and 
important ideas that should find a place in the fin- 
ished work. To develop the ability to arrange the 
statements in pleasing and logical sequence, the teacher 
should frequently, in the early part of the year, write 
on the board a series of questions the answers to 
which give the desired product. The child will read 
the questions silently and then answer them orally. 
In this work much valuable information about nature, 
agriculture, home arts, and the industrial interests of 
the community may be taught. The various kinds of 
subject matter involved in these little compositions 
may, for the convenience of the teacher, be outlined 
as follows, the names f narration,' f description,' and 
' exposition ' never being used in directing the class- 
room work : 

a. Narration. Stories are especially pleasing to 
children. From the repeating of stories heard or read 
it is only a short step to the telling of actual experi- 
ences. This work should therefore be closely asso- 
ciated with story-telling. To this end the watchful 
teacher will take advantage of every happening of 
interest in the life of each child. It may be a visit to 
a relative at a distance, a fishing trip, a picnic, an 



(IRADE TWO 



63 



afternoon in the park, a party at a friend's home, a 
day's work, or any other happening of interest. 

b. Description. Work in description, which was 
attempted in the first grade on a very small scale 
only, may now be made interesting and profitable 
to the children. Whenever possible, the object being 
described should be placed before the eyes of the chil- 
dren, though this is not absolutely essential. The 
schoolroom offers 

a variety of objects 
with which to be- 
gin ; later the chil- 
dren may describe 
things seen in a 
few moments spent 
out of the school- 
room for recreation 
or for observing 
the state of the 
weather. Pictures 
of animals and of 
action, or colored 

pictures of birds, plants, etc., may be found useful 
(for a list of suitable pictures see p. 263). The obser- 
vation lessons will offer much material for this work. 

c. Exposition. The kind of exposition that will be 
attempted in the lower grades is that which presents, 
in a simple way, interesting facts of general informa- 
tion about a subject closely associated with the life of 
the children. Whenever possible the objects should 




SECOND-GRADE STENCIL WORK 

Done in connection with a written repro- 
duction of JEsop's fable " The Fox and 
the Crow" 



64 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 



be before the eyes of the children as they talk about 
them. Where this is impossible, pictures may supply 
the lack. An ear of corn, for example, may be used 

to develop a dis- 
cussion as to the 
uses of corn, meth- 
ods of preparation 
for food, where 
grown, how mar- 
keted, etc. After 
general discussion 
in free conversa- 
tional style, in- 
dividual children 
should be asked 
to give, in a few T 
statements, some 
of the interesting 
points that have 
been brought out. 
Such subjects as 
how to spin a top, 
how to weave a mat, how to study a spelling lesson, 
may be given a place in this work. 

Imitative Expression 

1. Memorizing Work. This work should be con- 
tinued according to the directions given in the first 
grade. Selections of greater length and more diffi- 
cult subject matter may be gradually introduced. 




SHOEING THE BAY MARE 
(After Landseer) 
Pictures of familiar scenes are effective in 
primary language work 



GRADE TWO 65 

The children should frequently be allowed to repeat 
poems learned during the preceding year. This may 
be done when some idea brings to mind one of 
these poems. 

The following poems are suitable for memorizing 
in this grade : 

Sherman, F. D. : Daisies. 

Stevenson, R. L. : Autumn Fires ; Winter Time. 
Jackson, H. H. : September. 

Tennyson, Alfred : The Bee and the Flower ; The Bird 
and its Nest. 

Coolidge, Susan : How the Leaves Came Down. 

Allingham, William : Robin Redbreast. 

Field, Eugene : The Sugar Plum Tree. 

Cooper, George : Autumn Leaves. 

Rossetti, Christina : Milking Time. 

For literary gems and poems see Appendix B. 

The following is a lesson plan for the teaching of 
a poem suited to this grade : 

TULIPS 

Gold and crimson tulips, 

Lift your bright heads up, 
Catch the shining dewdrops 

In your dainty cups. 
If the birdies see you 

While they 're flying by, 
They will think a sunset 

Dropped from out the sky. 

1. The teacher reads the entire poem, asking such questions 
as the following : How many of you have seen tulips ? What 
shape are they ? Show us with your hands the shape of the 



66 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

tulip. Can you think now why we say, " Catch the shining dew- 
drops in your dainty cups " ? How does the dew look when you 
see it early in the morning on the grass ? Why will the birdies 
think the tulips look like " a sunset dropped from out the sky " ? 

2. The teacher rereads the stanza (usually twice) to the 
children and has them close their eyes to form the pictures 
suggested by the poem as it is read. 

3. The children are then asked to describe the pictures. The 
result will be something like this : " I saw a beautiful house in 
the center of a large yard, and on one side of the house was 
a big tulip bed. All of the tulips were red and yellow and were 
holding their heads up. They were shaped like dainty cups, 
and in the cups were dewdrops which were sparkling. After 
a little while a number of birds flew over and stopped a few 
seconds as if they were looking at the tulips." 

One child may not see all of this in his picture, but he will 
see some part of it, and another child another, etc. At times 
when it seems difficult for the children to make the pictures, 
the teacher might say, " This is the picture which this poem 
brings to my mind," proceeding to give it. 

4. The first two lines are read once or twice to the children : 

Gold and crimson tulips, 
Lift your bright heads up. 

Have the children repeat these lines first in concert, and then 
individually. 

5. The next two are then read to the children : 

Catch the shining dewdrops 
In your dainty cups. 

Have the children repeat these lines as before. 

6. The teacher reads the four lines together and has the 
children repeat them as suggested before. The last four lines 
are then taken up in the same manner. After this is done, 
the whole poem is repeated in concert and individually. Most 
of the repetition should be individual, as it enables the teacher 
to be sure that the children are getting the poem correctly. 



GBADE TWO 



67 



7. This ends the class work on the poem, but it should be 
repeated often. If some child brings a tulip to school, the 
teacher may say, w Of what does this tulip make you think ? " 
" Yes, it brought the poem about the tulips to my mind ; let 
us say that poem." 

2. Dramatiza- 
tion. The direc- 
tions given for 
this work in the 
first grade will, 
for the most part, 
serve equally well 
here. Only short 
and simple stories 
should be drama- 
tized, although of 
course they may 
be a little longer 
than those played 
in the first grade 
and, in addition, 
the playing should 
be more realistic. 
Greater original- this little fairy is eager to tell 

• + , T 4 ™ 1 • THE WONDERFUL THINGS SHE DID WITH 

lty m making HER WAND m THE pLAY 

changes and ad- 
ditions in the dialogue and in adding new characters 
should also be expected with children of this age. 

Two kinds of stories may be played in this work. 
The first and simplest is the story that contains all 




68 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

or nearly all of the dialogue. The other kind is that 
in which very little direct discourse appears, making 
it necessary for the children to invent the dialogue 
for the play. In all cases the sequence of the origi- 
nal, and as much of its phraseology as possible, should 
be preserved. At first very little dialogue should be 
allowed ; in fact, the children should speak only what 
they cannot act. Later, more extensive dialogue will 
be the rule. 

Nearly all the stories learned should be dramatized 
and made more real to the children. Here, as in the 
first grade, fables, legends, folk stories, etc. are most 
suitable for the play work. The following fables 
from iEsop are simply suggestive : 

The Echo. 

The Shepherd Boy who cried Wolf. 

The Dog in the Manger. 

The Fisherman and his Wife. 

The Two Frogs. 

The Crow and the Pitcher. 

The following is a practical illustration of the 
dramatization of iEsop's fable "The Shepherd Boy," 
in which several new characters are added, and in 
which the dialogue is almost all new. If the story 
has not been previously learned, the teacher will read 
or relate it perhaps twice, asking, after the reading 
or reciting, some such questions as the following : 

What did the shepherd boy do ? 
How did he try to amnse himself ? 

What do you think the villagers said when they found out 
the boy was playing a joke on them? 



GRADE TWO 69 

Did they take it so well the second time and the third 
time ? 

What happened when the wolf really did come ? 
What did the wise man say to the boy ? 

THE SHEPHERD BOY 

There was once a shepherd boy who tended his sheep in a 
pasture not far from a dark forest. He was told to cry for 
help if the wolf appeared. It was rather lonely for him all 
day, so he decided he would amuse himself in some way. He 
thought it would be fun to cry w Wolf ! wolf ! " and see the vil- 
lagers who were cutting wood near by come running to his help. 

Three times the villagers were startled thus and ran to 
the boy's help, only to be laughed at. Finally the wolf really 
came, but when the bo}^ cried loudly for help, the men did 
not respond, thinking it was another joke. And so the wolves 
killed and ate a number of the sheep. 

A wise man of the village said to the boy, 

" The truth itself is not believed 
From him who often has deceived." 

Characters : The Boy, several small children for Sheep, two or 
three boys for Wolves, several boys for Villagers, the Wise Man. 

Scene : Pasture to right of teacher's desk, where the boy and 
sheep are seen ; the woods and villagers in the rear of room to left ; 
woods and wolves in rear of room to right. 

Boy. It 's very lonesome around here. I believe I will have 
some fun. I will cry " Wolf ! " and see the men rush out of 
the woods to help me. [ Cries'] Wolf ! wolf ! 

Villagers. [Rushing up] We see no wolf. Why did you 
deceive us in this way ? 

Boy. [Smiling'] I wanted to have some fun. 

[Villagers return.] 
Boy. Help ! help ! the wolf is coming. 

[Only three Villagers come.] 



70 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Villagers. [Angry] This is the second time you have de- 
ceived us. We will not believe you if you call for help again. 

[Villagers retired] 
Boy. Help ! help ! The wolf ! the wolf ! 

\_Only two Villagers come this time.] 

Villagers. You are a bad boy. We will not come to help 

you again. [Villagers retire.'] 

Boy. This is lots of fun. [ Wolves growl.'] There come the 

wolves, sure enough. Help ! help ! The wolf ! the wolf ! 

\Tlxe Boy rushes to the woods where the Villagers 
are. The Wolves rush up and carry off several 
of the Sheep.] 
Boy. Why did n't you come when I called ? The wolves 
are killing the sheep. 
Wise Max. 

The truth itself is not believed 
From him who often has deceived. 

\All retire to seats.] 

3. Language Games. Language games may be con- 
tinued in this grade with, much interest and profit. 
In addition to the game whose purpose is to correct 
certain definite mistakes in speech, others of a more 
general nature may be introduced. The reader will 
find on page 256 the names of two books from which 
suitable material may be chosen for the work. The 
following are examples of games that may be used 
in this grade. 

a. Corrective Games. Some of the games played in 
the first grade may be repeated here. New ones in- 
tended to correct mistakes commonly heard among 
the children in this grade should be introduced. The 
following game will help to fix ? I have ' for * I have 



GRADE TWO 71 

got': A child is sent from the room. A piece of chalk 
or other small article is placed in the hands of some 
child in the class, and each child is asked to hold his 
hands as though he had the hidden article. The child 
that retired is recalled and asks, "John, have you 
the chalk ? " He receives the answer, " No, I haven't 




LANGUAGE GAME TO CORRECT 'HAVE GOT' 

it," until the person who has it is guessed. This child 
then retires and the game is repeated. 

b. What is it f This game develops logical thought 
and expression. The teacher says, "Children, I am 
thinking of something. What is it? " Questions that 
require the answer Yes or No are asked, and they 
must be such as narrow the field of possibilities, as "Is 
it in the yard ? in the schoolroom ? on the teacher's 
table? black? round?" etc. The teacher's answers 



72 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

should always be full statements which may serve as 
models for imitation. When the object is located and 
named, the game may be repeated several times. 

c. Picture Game. After a number of pictures have 
been used in various kinds of language work and are 
known by name, the children may use them to play a 
game of description. After each child has chosen a 
picture and has studied it carefully for a few moments, 
the pictures are hidden or turned over. Each child in 
turn will be given an opportunity to describe the 
picture he chose, and the class will try to guess which 
one it was. In order to make the game interesting, 
the children should know by name at least eight or 
ten pictures. 

II. WRITTEN LANGUAGE WORK 

ORIGINAL EXPRESSK )X 

1. Sentence Work. In this grade it may be necessary 
to spend two or three months in learning to compose 
the single, complete sentence. This will be a continua- 
tion of similar work attempted toward the close of 
the first year's work, and will go hand in hand with 
letter-card work, which should be continued during 
the first half of the second year. After a subject has 
been talked about in the class for a few moments, 
always with an object or picture before the eyes of the 
children if possible, some of the class are sent to the 
board and the others are asked to write at their seats. 
The chief object is to have a single complete state- 
ment written on the subject, but after a time the 



GRADE TWO 73 

children will begin of their own accord to compose 
more than one sentence. The requirements in capital- 
ization, punctuation, etc. set for this grade should 
be taught in connection with this work. Misspelled 
words should always be corrected. The expression 
of thought in complete, correct statements, however, 
is the chief purpose of the work. All misspelled 
words should be written on the board as a basis for 
a spelling lesson later. 

2. a. Letter-Writing . Toward the latter part of 
this year a small beginning in the mastery of the 
simple letter form should be made. In this grade the 
body of the letter will usually consist of about three 
or four sentences. From half to three fourths of the 
little attempts at written composition work, involv- 
ing narration, description, and simple informational 
exposition, should be in letter form. Subjects dis- 
cussed in the observation reports and conversation 
periods will offer material about which to write. The 
letters may be addressed to father, •mother, teacher, 
a classmate, or anyone else. The following letter form 
shows the extent of the requirements for this year. 

Dear Mary, 



Your friend, 

Mabel Smith 



b. Simple Beginnings at Narration, Description, 
and Exposition. After the letter-card work and the 



74 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

composition of simple statements have developed a 
fair ability in constructing sentences, the children 
may be expected to write little compositions of from 
three to five sentences on one subject. The child 
will take great pride in preparing a little composi- 
tion that is to be handed to the teacher. After the 



CA AW JUruurw JjJJJsu CXuOis. 

JAM/ Juuk/ Jaj /CyCrmAyvx^y AJnsis&udb Qy 



SECOND-GRADE ORIGINAL COMPOSITION 

oral discussion, which should always precede the 
written work, has put the child in possession of 
many facts connected with the subject, the teacher 
may write several questions on the board. The pupil, 
by answering these, will have his statements arranged 
in logical sequence. The following is a suggested 
series on the subject, "My Father's Horses": 

How many horses has your father ? 
What color are they ? 



GKADE TWO 75 

How does he use them ? 

Do you ever ride on any of them ? 

What do they eat ? 

W r ho takes care of them ? 

Do you like horses ? 

After the preliminary oral work the children should 
mention the words which they wish to nse in the 
written work and which they cannot spell. These 

SECOND-GRADE ORIGINAL COMPOSITION, LANGUAGE AND NATURE 
STUDY CORRELATED 

are placed on the board, that misspelled words may 
be as few as possible. The children should be taught 
to leave blank spaces for words they cannot spell. 
The papers should be taken tip, and all mistakes of 
importance and those that are common to several 



76 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

papers should be discussed with, the class. The habit 
of placing the subject in the proper place in the 
center of the paper at the top, and of indenting the 
first line, should be formed from the first. The letter 
form should be used most of the time in all of the 
written work. For the requirements in capitalization, 
punctuation, etc. see Technical Matters, page 79. 

The subject matter of these little compositions will 
consist of narration, description, and informational 
exposition, as outlined in the discussion of oral com- 
position work. Some work in observation reports 
and in writing stories, both original and reproduced, 
may also be given here. Full directions as to the 
choice of subjects for written composition work were 
given in the discussion of the oral work. 

Imitative Expression 

- 1. Copying Work. This work, usually done at the 
desks, gives practice in language and writing. As 
a language drill this work tends to impress correct 
usage. Sentences and short passages taken from the 
reader, and poems that are being memorized, may be 
copied by the children. From time to time sentences 
may be placed on the board with blank spaces left, 
in which f was ' or f were,' r is ' or f are,' ' a ' or f an,' 
' has ' or f have,' f saw ' or ' seen,' ! took ' or ? taken,' 
etc. are to be inserted when the sentences are copied. 
Words and expressions incorrectly used by the 
children should be made the basis of this kind of 
copying work. 



GEADE TWO 77 

2. Dictation Work. This exercise teaches correct 
usage through the eye and the ear as well as through 
the motor images required in writing. It will prove 

« ?uji dU^Wuc^ ^ ^v Ajca^ WwlA art jlci 

REPRODUCED STORY. FIFTH MONTH, SECOND GRADE 

a valuable aid in written composition work. Sen- 
tences containing troublesome words, and the correct 
forms of words and phrases incorrectly used by the 
children, should be composed by the teacher or chosen 



78 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

from some good source. They should be read clearly 
and slowly once or twice, and the children at the 
board and in the seats are expected to write them 
from memory. For this work the board should be 
used most of the time, and, in order that the chil- 
dren may not be tempted to copy, it would be well 
to give a different sentence to each child at the board. 
Frequent drills in this work are necessary. The sen- 
tences should be corrected by the children themselves 
if possible. The teacher should keep a record of the 
words most commonly misused by the children, and 
let them appear often in the sentence dictated. 

III. GENERAL WORK 
Desk Work 

The use of letter cards, which formed so prominent 
a part of the language work in the first grade, may 
be continued during the first half of this year. After 
the regular language lesson the children may be 
asked to compose at their desks with the letter cards 
two or three sentences on the subject discussed in 
the lesson. If there is not enough room on the board 
for all the children to write the sentences, half of 
them may remain at their desks and compose their 
sentences with letter cards. Later in the year pencil 
and paper may be used instead. All sentences com- 
posed with the cards should be corrected as carefully 
as those on the board. 

As suggested above, the copying work is done as 
language desk work. Children may prepare at the 



GRADE TWO 79 

desks illustrative material for written stories, such, 
as drawings, stencil work, paper cutting, etc. 

Vocabulary Work 

In this grade an indexed blank book in which 
the teacher will write the new words learned from 
day to day should be kept by each pupil. The pupils 
should be urged to practice writing these words on 
paper or on the board at odd times. Drill in the 
meaning and use of these may be given from time 
to time, and when the pupils need a word, they should 
be required to find it in their homemade dictionary. 

Technical Matters 

In addition to the points outlined under this head 
in the first grade, the following should be mastered 
just as early this year as possible : 

1. Capitals : the beginning of each line of poetry ; the word 

' ' ; the first letter in the names of days of the 
week, months, persons, and places, and in common 
abbreviated titles, as ' Mr./ ' Mrs./ ' Dr.' 

2. Punctuation: 

a. Period : after very common abbreviations, as ' Mr./ 



Mrs./ 'Dr.'; after initials. 



h. Question mark : after interrogative sentences. 

c. Comma : after the salutation and closing phrase in 

letters. 

d. Quotation marks : with unbroken quotations. 

3. Form: proper placing of headings in compositions, and 

indentation of first line ; simple letter form. 

4. Plurals : ordinary formation by adding s and es. 

5. Correct Usage: 'a/ 'an'; 'has/ 'have'; Ho/ 'too/ 'two'; 

' there/ ' their ' ; ' is/ ' are '; ' was/ ' were/ etc. 



GRADE THREE 

L ORAL LANGUAGE WORK 

Original Expression. 

1. Conversation. 

2. Observation Lessons and Reports. 

3. Recitation by Topics. 

4. Story-Telling. 

5. Oral Compositions involving Narration, Description, Expo 

sition, and Argument. 

Imitative Expression. 

1. Memorizing Work. 

2. Dramatization. 

3. Language Games. 

II. WRITTEN LANGUAGE WORK 
Original Expression. 

1. Letter- Writing. 

2. Observation Reports. 

3. Compositions involving Narration, Description, and Expo- 

sition. 

Imitative Expression. 

1. Copying Work. 

2. Dictation Exercises. 

III. GENERAL WORK 

Vocabulary Work. 
Technical Matters. 



si 



PURPOSES AND AIMS 

In this grade written language work becomes more im- 
portant, but its growing prominence should not put oral 
work in the background. Systematic instruction in oral 
language should be kept up here and throughout the 
whole course. Stated written exercises involving the para- 
graph as the unit of expression should be given about 
twice each week, while some written work should be done 
almost every day. Of the various forms of written work 
the letter is the most important, for in the majority of 
cases it is the form in which the little narrations, descrip- 
tions, and expositions should be written. About one page 
of note paper is the standard of achievement for the com- 
position work this year. In all language work the children 
should begin to give evidence of a language conscience as 
to correctness of speech and elegance of phraseology. The 
child's efforts to express his thoughts at any time should 
be regarded as composition and guided accordingly. For 
this reason the language used in all recitations should be 
given careful oversight. Eternal vigilance is the price of 
safety in this matter here as well as in all other grades. 



82 



GRADE THREE 

I. OBAL LANGUAGE WOEK 
Original Expression 

1. Conversation. In this grade and above, conver- 
sation will be a means rather than an end in itself. 
It will be the means by which the regular language 
work, as well as that of all recitations, will be intro- 
duced and conducted. The language used by the 
children in conversation should be watched more 
closely than ever before. As in the second grade, 
periods may occasionally be devoted to the discussion 
of matters brought before the class in the observation 
work, or of matters of general interest in the com- 
munity. These periods should be without previous 
notice, unless some investigation is necessary. 

2. Observation Lessons and Reports. This work is 
a continuation of that suggested, under this heading, 
for the first and second grades. In this grade more 
difficult subjects are assigned and more careful obser- 
vation is required. In addition, great care should be 
taken to keep the children from confusing fact and 
fancy. It is well that the children should see in the 
drifting clouds a likeness to floating ships or snow- 
capped mountains, but there is little place for the 

83 



84 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

imagination in recording, for example, the habits of 
a bird — the location and character of its nest or the 
way the mother bird cares for the young. 

In the choice of subjects the teacher should be 
guided by the various interests and industrial activ- 
ities of the community. The out-of-door world is 
always an inexhaustible source of material for obser- 
vation work. For example, the activities of the civic 
league (which is concerned with the cleanliness and 
sanitation of the community) and of the Audubon 
Society (which has for its object the study and pro- 
tection of bird life) are interesting and of great value 
to the child as a citizen. Such activities are wide in 
scope and will vary greatly with different communi- 
ties. It is not necessary that societies should be 
organized among the children, but it is well for them 
to make reports on their observation, investigation, 
and study along these lines. 

3. Recitation by Topics. Toward the close of the 
year a small beginning in having the children recite 
by topics may be made. This will be a good drill in 
expressing ideas in logically connected statements. 
The work will be more spontaneous if in the begin- 
ning the child is allowed to choose his own sub- 
ject; later the teacher will always assign the topics. 
This method of recitation may be used in reading, in 
observation reports, and elsewhere. Explanations of 
the processes followed in solving examples in arith- 
metic furnish a good drill in making statements in 
logical order. 



GRADE THEEE 



85 



4. Story -Telling . The learning and retelling of 
classical stories should he continued in this grade, 
hut work in original creation should by degrees be 
given a place. Literature, pictures, and characters 
taken from nature will provide suitable material for 
the original story. At least one long story, which is 
made up of successive, well-defined units, should be 
read and told by each child during the year. " The 




MANY INTERESTING COMPOSITION SUBJECTS HERE 

King of the Golden River," by Ruskin, is suggested 
for this grade. In the story-telling the teacher should 
make the story her own and tell it to the class again 
and again. After learning the story in this way, the 
children should be asked to repeat it many times. 
Children never tire of good stories well told or of 
telling the same one over and over. As in the pre- 
vious grades, not more than six or eight stories 
should be taught during the year for the purpose of 



86 LANGUAGE WORK IX ELEMENTARY SCHOOLS 

reproduction. The teacher may tell many others, 
however, to teach lessons of various kinds. 

The story work of this grade should include some 
stories from the following sources : the fairy tales 
which teach truths but not facts ; the old folk stories 
which deal simply with the philosophy of life ; and the 
modern animal stories from Thompson Seton, Uncle 
Remus (Joel Chandler Harris), Long, and Kipling. 
These animal stories, through language, style, and 
form, are very interesting to children because they 
humanize the animal characters. These stories are edu- 
cative in the broadest sense, much of our best litera- 
ture being based upon them. The stories of grand 
operas also are, in many cases, taken from folklore. 

The following stories are suitable material for 
this grade : 

iEsop : The Fox and the Goat ; The Hare and the Tortoise. 

Arabian Nights : Sindbad the Sailor ; Aladdin, or the 
Wonderful Lamp; The Fisherman and the Genie. 

Andersen : The Beetle ; The Snow Man. 

Grimm : Strong Hans ; The Elves and the Shoemaker. 

Dasent : Boots and his Brothers ; Why the Sea is Salt ; 
The Land East of the Sun and West of the Moon. 

Mabie, H. W. : The Death of Balder; Thor's Journey to 
Jotunheim. 

Seton, Ernest Thompson : Johnny Bear. 

Kipling, Rudyard : Rikki-Tikki-Tavi. 

Greek Mythology : Venus and Adonis ; The Golden Fleece; 
Ulysses and the Bag of Winds. 

Bible : Stories of David and Samuel. 

5. The task of leading children to make several 
connected statements on a given subject was begun 



GRADE THREE 87 

in the second grade and should be continued and 
enlarged here. Although written work will usually 
follow, the oral work should be planned as a distinct 
end in itself. Too little attention has been paid to 
oral language work in the past, and as a result a 
very necessary language power has been lost. From 
four to six statements will be the probable length 
of the composition, and yet quality rather than quan- 
tity should be the aim. For the convenience of the 
teacher the work may be grouped under the follow- 
ing heads, but, as stated before, the terms ' narration,' 
' description,' and 'exposition' should never be used 
in directing the work. 

a. Narration. The suggestions made for this work 
in the preceding grade will be useful here. Experi- 
ences of other persons may be related by the children 
in this grade, war stories or stories of life in earlier 
days, told by father or grandfather, being examples. 
The children may be allowed to tell a few imaginary 
experiences to train the imagination and to develop 
constructive ability. 

b. Description. The suggestions made in the 
preceding grade will be useful here. The work of 
describing objects and scenes from memory may be 
enlarged. This will be closely related to the 
work of making reports on observations. Any of the 
pictures suggested for primary grades, on page 263, 
may be used in this work. 

c. Exposition. The work outlined for the preced- 
ing grade should be continued, with a proper increase 



88 LANGUAGE WORK IX ELEMENTARY SCHOOLS 

in intensity and extent. Exposition in the lower 
grades will necessarily be very simple. One form of 
oral composition that may be introduced in this 
grade with interest and profit is the simple argument. 
Either individuals or sections of the class may be 
allowed to oppose each other. For full directions as 
to the conduct of this work see the discussion under 
Argument in the next two grades. 




TELLING HOW TO PLAY GAMES IS A GOOD WAY TO INTRODUCE 
EXPOSITION 

Imitative Expression 

1 . Memorizing Work. The memorizing work should 
be continued in this grade, and the method suggested 
in the preceding grades will be found useful here. 
The selection should be read or recited by the teacher, 
and the memorizing will be done by hearing, not by 
reading, the poem. Concert repetition should be less 
frequent than in the preceding grades. Greater 
stress should be placed on the interpretation and 



GRADE THREE 89 

understanding of the poem, and the reciting should be 
with better effect. The work of memorizing will be 
slow, a part of from four to eight class periods being 
required to teach a poem of eight stanzas. Not more 
than four or five poems, one psalm, and twelve 
gems should be taught during the year. Poems and 
gems learned the preceding year may be repeated 
profitably from time to time. In reading, it may 
be found helpful to have the children occasionally 
read the poems they have already memorized or 
are memorizing at the time. 

See Appendix B for suitable material in both poems 
and gems. The following list gives the teacher a 
wider range of choice : 

Wiggin, Kate J). : Green Things Growing; An Apple 
Orchard in the Spring. 

Sherman, F. D. : The Four Winds ; September ; Kriss 
Kringle. 

Riley, J. W. : A Song ; Little Brook. 

Longfellow, H. W. : Hiawatha's Childhood; The April 
Shower. 

Stevenson, R. L. : Winter Time ; The Wind ; My Bed is a Boat. 

Tennyson, Alfred : Sweet and Low ; The Snowdrop. 

Whittier, J. G. : The Corn Song ; The Barefoot Boy. 

Kingsley, Charles. : The Lost Doll. 

Rossetti, Christina : Who has seen the Wind ? 

Browning, Robert : Pippa's Song. 

Wordsworth, William : To a Butterfly. 

Stedman, E. C. : What the Winds Bring. 

Allingham, William : Robin Redbreast. 

Field, Eugene : Japanese Lullaby. 

Cary, Alice : Autumn. 

Bible : Psalms i and xxiii. 



90 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

2. Dramatization. Stories or dramatic poems longer 
than those played in the second grade may now be 
used. The average length should be about twenty 
bits of dialogue. More liberty in adding characters 
and in changing the direct discourse should be 
allowed and expected, while dialogue parts may be 
added for characters that appear in the story only 
in the third person. Not more than three or four 




THE MILLER, HIS SON, AND THEIR DONKEY, A THIRD-GRADE PLAY 

finished plays should be attempted during the year. 
Heading lessons in which much dialogue appears 
may be effectively recited in semidramatic form. 
Certain children will assume certain roles and will 
read, with some little attempt at action, the dialogue 
assigned to the corresponding characters. Dramatic 
readers, names of which appear in Appendix A, may be 
used for the dramatic work of this type. The history 
work of the year may culminate in a play. If this 



GRADE THREE 



91 



has been on Norway, let the Norse heroes be the 
characters, and let their characteristic customs and 
habits suggest the action. Or, if Kentucky has been 
the subject of study, let the pioneer life furnish 
characters and a plot. 

Another type of dramatic work, less studied and 
more spontaneous than that outlined above, may 




ALL THE CHARACTERS IN "SLEEPING BEAUTY" ASSEMBLED 
FOR PICTURE 



often be used with profit in this grade. This is some- 
times called spontaneous dramatics. A story with 
which the children are thoroughly familiar is chosen. 
It may have been part of the reading work of a pre- 
vious year or it may be altogether new to the children. 
With only a very little preparation as to characters 
and staging, and with none as to the language to be 



92 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

used, the class is asked to play the story. The story 
should be short, and the incidents few and well- 
defined. A few pertinent questions may be asked by 
the teacher if the class is not at its best, but as a rule 
very little discussion should precede the play. New 
actors may be chosen for a second rendering, but 
usually only one performance of a story is given. 

Most of the stories learned in the story-telling 
work should be dramatized. The following stories, 
mostly from iEsop, are suggested as suitable for use 
in this grade : 

The Shepherd Boy. 

The Cat and the Fox. 

The Bear and the Tomtits. 

The Hare and the Tortoise. 

The Fox and the Crow. 

The Echo. 

The Monkey and the Chestnuts. 

The Wolf and the Crane. 

The Lark and the Farmer. 

The Town Mouse and the City Mouse. 

Orpheus and Eurydice. 

Aurora and Tithonus. 

The Lark and the Rook. 

Baucis and Philemon. 

Apollo and Hercules. 

3. Language Games. The work of correcting com- 
mon errors in the speech of the children by simple 
little games should be continued to some extent in 
this grade. The method of conducting the work has 
been outlined in the first two grades. The teacher 
should keep for this purpose a list of common errors 



GRADE THREE 93 

made in class, on the playground, and elsewhere. 
Many suitable games may be found in the two books 
mentioned under this heading in the first grade. 

II. WRITTEN LANGUAGE WORK 

Original Expression 

Subjects assigned for written work should always 
be discussed with the children before they are asked 
to begin writing. This is done to put them in pos- 
session of the ideas and words needed. After the oral 
discussion, words that the children cannot spell should 
be written on the board. The papers should be read 
over and corrected so far as possible before they are 
handed in ; or, if the work is done at the board, as 
it should be much of the time during the early part 
of the year, each child should correct his work before 
the other children are asked to help him. At first 
the papers may be corrected by the class, each child 
correcting another's paper. Later the teacher should 
correct all papers and discuss typical mistakes with the 
class. The corrections should always cover all mat- 
ters of capitalization, punctuation, etc. outlined for this 
and preceding grades. Notice should also be taken of 
misspelled words, badly chosen words, and mistakes 
in syntax. Children should also be led to see points 
of excellence. The following are a few such points : 

1. Well-chosen words. 

2. New words used for the first time and spelled 
correctly. 



94 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

3. Beautiful thoughts. 

4. Correct use of techuical points, as a contraction, 
a hyphen, etc. 

5. Expressions that show pictures, if the form is 
description. 

6. Expressions that tell stories, if the form is 
narration. 

7. The general appearance of the product, as to 
neatness, straight writing, etc. 




CUTTING, CLAY MODELING, ETC. FURNISH SUBJECTS FOR 
SIMPLE DESCRIPTION AND EXPOSITION 

From three to five sentences may be expected at 
first, and by the end of the year a page of note paper 
should be written on one subject. At no time, how- 
ever, should the child be asked to write a definite 
amount. Two periods each week should be devoted 



GRADE THREE 95 

to the writing of regular compositions, while some 
written work should be done every day. The follow- 
ing division of the written work is for the con- 
venience of the teacher ; the terms ' narration,' 
f description,' and f exposition ' should never be used 
in directing the work in the classroom. 

1. Letter-Writing. The letter appeals to children 
because it furnishes an audience. For this reason at 
least half the little narrations, descriptions, and expo- 
sitions written by third- and fourth-grade pupils 
should appear in this form. Frequently the written 
observation reports may also be put in letter form to 
add interest to the work. The first letters this year 
should be written in the form suggested in the pre- 
ceding grade. By degrees the date and place of writ- 
ing should be added, and some direction in the matter 
of addressing envelopes should be given. Toward 
the close of the year each pupil should write and 
send through the mail at least one letter to some 
relative or friend. These letters should be submitted 
to the teacher for correction before they are mailed. 
The following letter form should be mastered by the 
close of the year. 

Louisville, Ky. 
May 16, 1915 
Dear Henry, 



Your friend, 

Howard Smith 



96 LANGUAGE WORK IN ELEMENTARY SCHOOLS 




2. Observation Lessons and Reports. The reports 
on observation and investigation assigned to the 
class may frequently be put into written form. 
This, of course, will always follow the oral work. 
These reports will contain elements of description, 

exposition, and 
even narration. 
3. In all work 
in composition 
some one of the 
regular forms 
of discourse will 
be predominant. 
Narration and 
description will 
be found suited 
to every grade, 
while only the 
simplest form of 
exposition is to 
be attempted at 
this stage. The 
following outline shows the different kinds of subject 
matter that should be given a place in the written 
work of this grade : 

a. Narration. After the children have been led to 
tell experiences that they have had or have heard 
others relate, they may be asked to put some of the 
short ones into writing. Stories of fancy, learned in 
the story-telling work, may also be used in this way. 




THE FOX AND THE GRAPES 

Hectograph work accompanying written 
reproduced story 



GRADE THREE 97 

Attempts at composing short original stories should 
be encouraged. 

b. Description. The oral description done in this 
grade should lead to written work of the same kind. 
This will perhaps demand a greater degree of accu- 
racy in observation and in recording details. Pictures 
are especially useful in this exercise. The observation 
work mentioned above will call attention to the fact 
that nature furnishes an abundance of subject matter 
for description. 

c. Exp)osition. The oral work in the simple kind 
of exposition that is attempted in the lower grades — 
that which relates interesting facts about familiar 
objects — should be followed occasionally by written 
work. This form of exposition is not difficult and 
develops much interest in many common things. 

Imitative Expression 

1. Copying Work. The work outlined in the pre- 
ceding grade should be continued * throughout this 
year. Poems, memory gems, and selections from the 
reading lessons may be copied at the desk as a part 
of the assignment in writing. Passages that contain I 
words and expressions which the children have a 
tendency to use incorrectly should be chosen for 
this work. 

2. Dictation Exercises. This exercise is more effec- 
tive and more necessary here than in the first two 
grades. The discussion in the preceding grade gives 
sufficient directions as to the method of conducting 



98 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

the work. In this and in higher grades more of the sen- 
tences may be written on paper at the desks though 
the board should be used most of the time. As in the 
other grades, the teacher should make notes of the 
common errors in the speech of the children, and let 
the correct usage appear in the sentences dictated. 
As shown below under Technical Matters, these exer- 
cises may be used to teach correct usage in all matters 
mentioned under that heading from grade to grade. 
These exercises may be used to fill in odd moments. 

III. GENERAL WORK 

Vocabulary Work 

Some such plan as the one outlined in the second 
grade may be adopted for this grade. The ingenious 
teacher will develop some good method of carrying 
on this very important work. 

Technical Matters 

In addition to the attention paid in the composi- 
tion work, and in reading recitations, to the points 
outlined under this heading from grade to grade, 
some more specific work may be done to make pupils 
more familiar with them. Briefly stated, this work 
may consist of (a) observation of the points outlined 
in the various textbooks used, (b) board work with 
both teacher and class dictating, and (c) seat work. 
For example, suppose that the new point to be taught 
is the possessive singular. Let the class find many 



GRADE THBEE 99 

instances of its use in various books, giving the mean- 
ing in each case, followed by the form. Follow this 
with board work, the teacher dictating phrases and 
short sentences containing the possessive singular. 
When this has developed a good understanding of 
the principle, further dictation work may be given 
at the desks, not only as a repetition, but as a test. 
Never let any formal rule be required of pupils in 
this grade. 

The following matters, in addition to those out- 
lined in the two preceding grades, should be mastered 
by the close of the year. 

1. Capitals: first letter in all common titles, in all proper 

names, and in direct quotations. 

2. Punctuation: 

a. Period : with abbreviations. 

b. Comma : in dates ; in series of words ; after cases of 

address. 

c. Apostrophe : in possessive singular and in a few most 

common contractions, as * it's/ * can't/ etc. 

d. Hyphen : in dividing words at ends of lines. 

3. Abbreviations : names of months, the home state, and a 

few surrounding states ; * doz./ K lb./ * qt./ * ft./ f yd./ 
'ct./ and such others as are needed in arithmetic 
or in any other work of the grade. 

4. Plurals : few irregular plurals met in reading work, such 

as ? mice/ * men/ * children/ K oxen/ * leaves/ etc. 

5. Possessives : Possessive singular. Best usage shows s's, 

as * James's/ except where last syllable begins with 
an s sound, as ' Moses. ? 

6. Address : pupil's name and address, and that of parents 

and relatives, with correct punctuation. 

7. Form : the single paragraph, indention, margin, etc. 



GRADE FOUR 

I. ORAL LANGUAGE WORK 

Original Expression. 

1. Observation Lessons and Reports. 

2. Recitation by Topics. 

3. Story-Telling. 

4. Argument. 

5. Narration. 

6. Description. 

7. Exposition. 

Imitative Expression. 

1. Memorizing Work. 

2. Dramatization. 

II. WRITTEN LANGUAGE WORK 

Original Expression. 

1. Letter- Writing. 

2. Narration. 

3. Argument. 

4. Description. 

5. Exposition. 

6. Verse- Writing. 

Imitative Expression. 

1. Copying Work. 

2. Dictation. 

III. GENERAL WORK 

Dictionary and Vocabulary Work. 
Technical Matters. 



101 



PURPOSES AND AIMS 

The tendency to emphasize written work aiid to neglect 
the oral in this grade and in higher grades is based 
upon a false ideal. Constant drill in oral language is of 
paramount importance here as well as in the lower grades ; 
it should not consist merely in attention paid to the cor- 
rectness of the language used by the pupils in the vari- 
ous recitations, but should include serious and definitely 
planned work in narration, description, exposition, and 
argument. The ability to think accurately and effectively 
must go hand in hand with expression. The teacher should 
keep constantly in mind that without impression there can 
be no expression worth while. In this grade introduction 
to certain grammatical principles should be made. The 
children should master these principles not by learning 
definitions and rules, but by learning to recognize the 
grammatical forms as they appear in the compositions or 
reading lessons. An outline of these principles is given 
under Technical Matters at the end of the discussions in 
this grade. 



102 



GRADE FOUR 

I. OEAL LANGUAGE WOEK 
Original Expression 

1. Observation Lessons and Reports. This work 
should be continued and enlarged in this grade. 
Subjects that demand more accurate observation 
should be assigned, and more detailed reports are to 
be expected. In addition to the knowledge gained 
in actual observation, the children may learn much 
about the subjects under consideration by using 
books of reference and supplementary readers, which 
every school library should contain. The language 
of the oral report should be carefully watched and 
corrected ; on the other hand, it should be approved 
and appreciated when it shows strength and fitness. 

2. Recitation by Topics. The work of reciting by 
topics is usually begun during the latter part of the 
third year. It may be found profitable in geography 
and reading classes, observation reports, and else- 
where. In language development the ability to think 
logically and to express thought in correct and prop- 
erly connected statements is of the greatest im- 
portance. This is the chief purpose of the topical 
recitation. It should never be used in more than 

103 



104 LANGUAGE WOKK IN ELEMENTARY SCHOOLS 

one third of the recitations in a given subject, and 
each child should be required to prepare all the 
lesson and not simply that part upon which he is 
to recite by topic. The children may occasionally 
be allowed to choose their own topics, either at the 
time of assigning the lesson or at the recitation; 





FOURTH-GRADE CHILDREN STUDYING CERTAIN WEEDS, PREPAR- 
ATORY TO ORAL DESCRIPTION AND OBSERVATION REPORTS 



or the topics may be assigned by the teacher after 
the class has assembled. 

3. Story- Telling. The work in this grade will be 
largely a continuation of that outlined for the pre- 
ceding grade. There are three distinct types of stories 
that should be attempted, as follows : 

a. Repeated Story. The simple repeated story is 
the principal kind used in the first three grades. 



GRADE FOUR 105 

Here and in the higher grades the children should 
usually find the story for themselves. The best plan 
is to have an occasional period when the children 
may tell the class the stories they have learned. 
This gives an incentive for outside reading, and pro- 
duces greater power to retain what is read. Much 
knowledge of history may be gained in this way, 
while stories of travel or of life in other parts of 
the world will teach many facts of geography. Bible 
stories are always interesting and should find a place 
here. At least one long story should be read and 
learned in this grade. For this story the following 
are suggested : tc The Trojan War," ft The Adventures 
of Ulysses," ' ? Robinson Crusoe," " The Swiss Family 
Robinson." The opening exercises of the day, which 
should be the livest work of the day, may occasionally 
be devoted to the story work. 

b. Reconstructed Story. Much interest in the story 
work may be developed by having the children 
impersonate certain characters in 'stories they have 
learned, and tell the stories as they imagine those 
characters would have told them. For example, after 
the children have learned the story of ' f The Monkey 
and the Chestnuts," let one child tell the story as 
the monkey would have told it, and another as the 
cat would have told it. A complete change in the 
pronouns used will be found necessary. Fables are 
especially suitable for this work, which is a good 
training of the imagination and a preparation for 
the dramatization of stories. 



106 LANGUAGE -"WORK IX ELEMENTARY SCHOOLS 

c. Original Story. Creative work should be empha- 
sized in this grade and in higher grades. Ideas as 
to plot and characters may be drawn from literature, 
from pictures, and from nature. The first products 
should be the result of the combined efforts of the 
whole class, each child suggesting an idea. Later, 
stories created by individuals are to be expected. 
An excellent form in which the original story may 
appear is the impersonation, in which the children 
are asked to imagine they are objects of various 
kinds, and tell stories in keeping with the character 
of the objects represented. For example, a child 
may impersonate a flower in the room or in the 
yard, the teacher's bell or clock, the pet dog or cat, 
etc. In this work care should be taken to keep 
the imagination of the child within proper bounds. 

The sources of stories suggested in the preceding 
grade may be drawn upon for material here. For 
the repeated and reconstructed story the following 
are suggested : 

Grimm : The Frog Prince ; The House in the Woods ; The 
Eox and the Cat. 

Andersen : The Snow Queen ; The Flax ; The Fir Tree. 

Hawthorne, Nathaniel : Cadmus and the Dragon's 
Teeth ; Midas and the Golden Touch. 

Craik, Dinah Maria (Mulock) : The Little Lame Prince. 

Kipling, Eudyakd : Mowgli's Brothers ; Kaa's Hunting. 

Harris, Joel Chandler: Daddy Jake, the Runaway ; Why 
Mr. Billy Goat's Tail is Short. 

Field, Eugene: The Coming of the Prince; The Angel 
and the Flowers. 



GRADE FOUR 107 

Scudder, Horace : The Flying Dutchman ; St. George and 
the Dragon. 

Seton, Ernest Thompson : Biddy and Randy. 
Bible : The Story of Abraham ; the Story of Ruth. 

4. Argument . A good development in the ability 
to think logically and to appreciate the relation be- 
tween cause and effect in events and conditions may 
be produced by a simple form of argument. Some 




FOURTH-GRADE ORAL ARGUMENT 

Note leaders standing 

well-balanced subject is chosen, and the children are 
asked to make points in favor of either side. Oppor- 
tunity should be given to any who desire to refute 
a point made. The teacher should always hold the 
children to the discussion of one point at a time. 
The class may be divided into two groups, each tak- 
ing one side of the subject to defend. A leader is 



108 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

chosen for each group, and he has the right to call 
to his assistance any of his team-mates. The teacher 
keeps a record of the points successfully made on 
each side and announces the winner at the close of 
the debate. Arguments in the dialogues of stories 
and poems may be used as the basis of this work. 
The conversation between Cinderella and her step- 
mother about the attendance at the ball, and the 
debate between the mountain and the squirrel in 
Emerson's fable, are examples of material from this 
source. The following subjects of a general nature 
are suggested for argument here and in the higher 
grades : 

Life in the city is more pleasant than life in the country. 

The house fly is more injurious to man than the mosquito. 

Automobiles are more useful than horses. 

Farms produce more wealth than factories. 

Birds are more injurious to growing things than insects. 

Winter affords more and greater pleasures than summer. 

Education is more valuable than riches. 

The following outline gives the points made on 
both sides of the subject " City Life offers More 
Advantages than Country Life by a fourth-grade 
class. The points were taken down and arranged by 
the writer. 

Affirmative 

1. Better schools : longer terms j better buildings and equip- 
ment ; better teachers ; one teacher for each grade. 

2. More educational opportunities : museum ; libraries ; art 
galleries; Y.M.C.A. ; manufactories; picture shows; theaters; 
prominent people. 



GRADE FOUR 109 

3. More conveniences : electric lights ; gas ; water works ; 
sewerage. 

4. Better times : picture shows ; Y.M.C.A. ; baseball and 
games ; playmates near. 

5. Loneliness of country : neighbors far away ; few amuse- 
ments ; playmates few and not near. 

6. Bad roads in country as opposed to good streets and 
sidewalks in town ; oil lamps, as opposed to electric lights 
or gas. 

Refutation 

1. Can study nature in towns in gardens, parks, and by 
excursions and picnics. 

2. Just as good sports in town — tennis, track meets, base- 
ball, athletics at Y.M.C.A. 

Negative 

1. Have fun in country : riding horses ; fishing ; hunting ; 
more pets ; games better. 

2. Learn nature : seeing and studying insects, birds, trees ; 
spend much time in woods ; farming deals with nature. 

3. Healthful : fresh air ; outdoor exercise ; no dust and 
smoke ; go to bed early and get up early ; cleaner than city. 

4. All boys can learn a trade (farming) easily. 

5. Have more and fresher things to eat, without buying them. 

6. Develops goodness, honesty, kindness. 

Refutation 

1. Country has~ better Y.M.C.A. in the out-of-doors. 

2. Better that people should not have so many amusements. 

3. Country children get more education of a better kind. 

5. Narration. The telling of stories that have been 
read or heard should lead to the narration of actual 
experiences. This work will be a continuation of 
that done in the preceding year. Here the narration 



110 LANGUAGE WOEK IX ELEMENTARY SCHOOLS 



should give more details, and the language should 
be more mature in sentence structure. Picnics, fish- 
ing or camping trips, excursions on the river or to 
the country, visits to relatives and friends, etc., are 
subjects which will prove interesting for narration. 

6. Description. This will be a continuation of the 
work of the preceding year, with increased demands 

as to number of 
details, accuracy, 
and length of the 
compositions writ- 
ten. Care should 
be taken to have 
the children form 
the habit of mak- 
ing clear mental 
pictures. Pictures 
are still effectively 
used in this work. 
Objects and scenes 
from nature fur- 
nish the best ma- 
terial here, and for this reason description is closely 
associated with the observation lessons and reports. 
Some time may be spent in having pupils describe 
scenes portrayed in literature that has been read or 
studied in the class. 

7. Exposition. The simple form of exposition, in 
which the children are led to state general facts of 
interest about subjects closely related to their lives. 




GYMNASTIC GAMES ARE GOOD SUBJECTS 
FOR EXPOSITION 



GHRADE EOUK 111 

should be continued in this grade. In addition, some 
time may be devoted to a more difficult form, that of 
naming in order the successive steps in a process. 
The following subjects demand this type of expo- 
sition : how to play tennis, baseball, or other games ; 
how to plant and cultivate corn, tomatoes, etc. ; how 
to build a bird box ; how a bird .builds a nest ; how 
to make roller skates. This kind of exposition af- 
fords good training in logical thinking and subsequent 
expression. 

Imitative Expression 

1. Memorizing Work. The work of the preceding 
grades should be continued. The poems should still 
be read or recited by the teacher, to avoid the un- 
natural expression that would result if the children 
should memorize the selections from the printed page. 
For this reason the poems should be chosen from 
some source other than the reader used by the class. 
Careful attention should be given- to the thought 
expressed in the poem. The memorizing should be 
done in small bits, — perhaps only a line or two at a 
time, — to avoid slurring and bad pronunciation. It 
is unwise to prompt children in the repetitions ; they 
should be asked to make a new start when they fail 
to remember, or some other child may be allowed to 
repeat the lines. From six to eight poems and from 
ten to fifteen memory gems may be memorized during 
the year. A psalm and perhaps a familiar old hymn 
may be added to the year's work. The children should 



112 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

be given frequent opportunity for the repetition of 
selections memorized during previous years. 

Sufficient material in the form of poems and gems 
may be found in Appendix B. The following selec- 
tions will give a somewhat wider range for choice : 

Allingham, William : Fairy Folk. 
Field, Eugene : The Night Wind. 
Jackson, Helen Hunt : Down to Sleep. 
Longfellow, H. W. : The Village Blacksmith ; The Wreck 
of the Hesperus. 

Tennyson, Alfred : The Brook ; Sweet and Low. 

Whittier, J. G. : The Frost Spirit. 

Browning, Elizabeth Barrett : A Child's Thought of God. 

Trowbridge, J. T. : Evening at the Farm. 

Bryant, W. C. : Bobert of Lincoln. 

Howitt, Mary : The Voice of Spring ; Old Christmas. 

Wordsworth, William. : The Daffodils. 

Hemans, Felicia Dorothea : The Landing of the Pilgrims. 

Macdonald, George : The Wind and the Moon. 

Emerson, B. W. : The Mountain and the Squirrel. 

2. Dramatization. Increased originality in adding 
new characters and new statements in the dialogue 
should be expected in the dramatization work this 
year. By the close of the year the dialogue for a 
short original play may be worked up entirely by the 
children and played in finished form. For this pur- 
pose a story having little or no dialogue should be 
used. Each child may be asked to prepare a little 
play, and from these plays one may be chosen and 
built up in the class. Sometimes the play is worked 
out wholly in the class, each child suggesting ideas 
as to characters and dialogue. 



GEADE FOUR 



113 



Considerable drill in the more spontaneous kind of 
play work, which was described in the preceding grade, 
should be given. As suggested in the preceding grades, 
reading lessons in which much dialogue appears may 
be acted as they are read, to secure more natural ex- 
pression and to develop greater interest. Since acqui- 
sition is most likely under the stress of interest, this 
work will be a valuable aid in the reading work. 




SCHOOL FAIRS OFFER EXCELLENT SUBJECTS FOR NARRATION, 
DESCRIPTION, AND EXPOSITION 

During the year three or four plays should be worked 
up in finished form. One of these should be an 
original play. Examples of plays of this kind may 
be found in Appendix C. These formed a part of 
the regular language work of the classes that pre- 
pared them. Most of the stories learned in the 
story-telling work should be dramatized, either spon- 
taneously or in a finished form. These stories are 
the chief source of material for the play work. 



114 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

II. WRITTEN LANGUAGE WORK 
Original Expression 

Here and in higher grades the composition work 
should begin to develop logical thinking and a care- 
ful balance between thought and its expression. The 
child should be led to develop not only strength and 
spontaneity of thought but clearness and accuracy of 
expression. The work, to be effective, must touch 
the child's life and interests. So far as possible the 
children should be made to forget the mechanical 
side of their writing, that they may be able to give 
themselves over wholly to the thought side of the 
work. In speaking of the compositions the teacher 
should never use the terms r narration,' r description,' 
and f exposition ' ; they are used in these discussions 
only for the convenience and guidance of the teacher. 
The following specific directions for the conduct of 
the work may be found helpful and suggestive : 

1. Preparation and Method of Conduct. After the 
oral discussion of the subject, which should always 
precede the written work, the children should be 
given an opportunity to ask questions about the 
subject. Words which the children desire to use 
and which they cannot spell should be written on 
the blackboard, to avoid, as far as possible, having 
misspelled words in the written work. These words 
may be used the next day as the basis of a spelling 
lesson. The children should be directed to leave 
blank spaces in the composition for words they 



GRADE FOUR 



115 



cannot spell. A definite time limit should be set for 
the work, to prevent lazy habits of thought. Each 
child should read over and correct his paper, as 
far as he can, before it is handed to the teacher. 
It may be well for the teacher to spend a portion 
of the composition period in writing a paragraph 
on the subject on which the class is working. This 
leads the children to feel that the work is worth 




A DAY IN THE WOODS WILL PRODUCE MANY DESCRIPTIONS 
AND EXPOSITIONS 



while, shows them a model of a well-written para- 
graph, and keeps them from asking many needless 
questions while they are writing. 

2. Method and Extent of Correction. The papers 
should be carefully corrected by the teacher, but 
many teachers have found that, unless the composi- 
tions are very good or need special criticism, they 
need not be handed back to the children in this 
grade. Only the most common mistakes, and those 



116 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

previously corrected, need be brought to the attention 
of the class. The sentences that contain mistakes 
may be read to the children, and they should try 
to correct them. A paper which contains several of 
the most common errors, or one of special excellence, 
may be put on the board for special consideration. 
Well-formed sentences and all points of excellence 
should be noted by the teacher, and the children 
should be led to see and appreciate them. It may 
be thought best to have the worst papers rewritten. 
In the correction of mistakes all points enumerated 
under Technical Matters at the close of this and 
former grades should be taken into consideration. 

3. Form. As in the preceding grade, at least half 
of all written composition work should be in the form 
of letters addressed to the teacher, to a friend, or to 
any person well known to the child. This gives an 
incentive for writing, because it affords the child an 
audience. Writing merely for the sake of writing, or 
for the development achieved, does not afford a suffi- 
cient incentive to children of this grade. The child's 
name should be placed in the upper left-hand corner 
of the page, and the date in the upper right-hand 
corner. The one-paragraph form of discourse of from 
five to eight sentences, or one page of note-paper size, 
is the average extent of the composition in this grade. 

4. Frequency. Two periods each week should be de- 
voted to the regular written composition work, while 
some written work should be done almost every day. 



GRADE FOUR 117 

Types of Written Compositions 

For the convenience and guidance of the teacher 
the composition work of this grade may be divided 
into the following kinds. With the exception of 
letter-writing, the technical names should never be 
mentioned to the children. 

1. Letter-Writing. In this grade the complete letter 
form for social letters, together with the addressing 
of envelopes, is to be mastered. The following is a 
sample form : 

(Street address, if any) 

Decatur, 111. 

May 10, 1915 
Dear William, 



Your friend, 

John Wilson 

Only the social letter should be taught as yet. 
The teacher may devote some time to the direc- 
tion of the actual correspondence of the children. 
As suggested above, at least half of the composi- 
tion work of this grade should be in the letter form. 
Instead of ' Your friend,' in the closing phrase, either 
1 Sincerely yours ' or ' Very truly yours ' may be 
used, especially if the letter is of a more formal char- 
acter than that suggested above. In the matter of 



118 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

addressing envelopes the following form may be 
taught this year : 







Name of person 








Street address (if any) 








Town or city 








State 


R.E.D. 


(if 


any) 





2. Narration. After many stories and actual ex- 
periences have been told in the oral story-telling 
work, good training in the orderly arrangement of 
subject matter in proper time-sequence may be given 
by having the children put some of these stories 
and experiences into writing. The preparation of 
original stories is much easier, and the results are 
more satisfactory, if the stories are written. This 
will give the child time to put more thought on 
the characters and the plot. 

3. Argument. Sometimes it is profitable to have 
the oral argument followed by written work of the 
same kind. Each child may be asked to write a few 
statements on either side of the question, or the class 
may be divided into two groups and each group asked 
to write a defense of one side or the other. At first 
the children should confine their statements to two 
of the best points made in the argument. 



GRADE FOUR 



119 



4. Description. General directions for description 
work in this grade will be found in the paragraph 
on oral description. In writing compositions involv- 
ing description greater accuracy is to be expected, 
especially if the object or scene is before the eyes 
of the children. Descriptions from memory should 
not be attempted 
too often in this 
grade. 

5. Exposition. 
General directions 
for the exposition 
work of this grade 
have been given 
in the paragraph 
on oral exposition. 
Written work in 
exposition should 
often follow the 
oral, especially if 
it involves effort in the more difficult type of the work, 
which demands the statement, in logical order, of the 
different steps in a process, as, for example, a game, 
the preparation of a garden plot, various processes 
connected with farming operations, etc. 

6. Verse-Writing. Poetry is the form in which 
the literature of every people first appeared. It must 
therefore appeal to a natural feeling for rhythm in 
the hearts of all mankind. In view of this fact the 
memorizing of poems and gems of poetry during the 




WINTER SCENES OFFER FINE SUBJECTS 
FOR DESCRIPTION 



120 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

early years of school life will have a decided influ- 
ence in leading children to form the habit of using 
language correctly. Children should be given fre- 
quent opportunity here and in higher grades to give 
expression in verse to the feeling for rhythm which 
has been intensified by the memorizing of poetry. 
This work should never be merely an effort at mak- 
ing rimes, but a means of free expression of feeling. 
Metrical perfection, of course, is not to be expected 
here. The results to be attained are poetic phrase- 
ology, rime, and some evidence of a feeling for 
rhythm. Some pupils will not be able to do a very 
high type of work along this line. Teachers will be 
surprised, however, at the results of the efforts of 
the children at writing verse. 

The work of getting children to write verse is not 
difficult, especially after they have memorized quite 
a few poems and have had much poetry read to them 
by the teacher. The first step is to have the pupils 
beat time as the teacher reads a simple rime. Several 
children will then follow the teacher's example as 
she reads. It may be well to write several stanzas on 
the board and to have the children place long marks 
over the strong beats and short marks over the weak 
ones. A number of stanzas should now be examined, 
to note the different schemes of riming. After a 
suitable subject is chosen from those discussed in 
the conversation exercises or elsewhere, the teacher 
should write on the board a few words that were 
used in the oral work, and should have the children 



GRADE FOUR 121 

pick out pairs that rime, or think of words that will 
rime with certain ones in the list. By combined class 
effort and criticism, one, two, or three stanzas are 
then composed and tested by being beaten off. Sev- 
eral children may then try to compose rimes, the 
teacher and class supplying a phrase now and then 
and assisting in the work of testing the meter. A 
good preparatory exercise here is to place on the 
board a line selected from a poem known to the chil- 
dren and to have them add a second line that rimes 
with it and corresponds in meter. 

The following stanzas are the result of the efforts of 
children in the third grade of the Western Kentucky 
State Normal School Training School : 

THE SNOW 

The snow is coming from the sky, 
I guess it always says good-by. 

The snow it lights on every tree, 
And sometimes lights on yon and me. 

The snow it lights on thistledown, 
And it spreads all over the ground. 

THE BIRDS 

I like to hear the birds that sing ; 
I like the wondrous joy they bring. 

The snowbirds scamper in the snow, 

As they fly forth to and fro. 
The birds sing in the spring. 



122 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

THE ROBIN 

The robin likes the snow ; 

« Oh ! oh ! " said he. 
He sings when it snows 
And bravely he goes 

Erom tree to tree. 
A music of glory he brings. 

The following stanza was written by a third- 
grade child in another school : 

DAFFODILS 

Pretty yellow daffodils. 
Growing thick npon the hills ; 
Above your heads the birds do fly, 
Looking back against the sky ; 
And voices far and near 
Birds and children sing with cheer, 
For the yellow daffodils, 
Growing on the green-clad hills 
Mean spring, spring, spring. 

Imitative Expression 

1. Copying Work. The work outlined in the pre- 
vious grades should be continued, but the poems or 
passages set for copying may be somewhat longer. 
From the standpoint of language this work is in- 
tended to emphasize good usage. For this reason 
selections assigned should contain many difficult 
words and expressions that have given the children 
trouble. 

2. Dictation. The discussion of this work in the 
two preceding grades will give the general directions 



GRADE FOUR 123 

for doing it in this grade. Here it becomes even 
more important than in the lower grades. The chil- 
dren should be led to make their own corrections, 
whether they are writing at the board or at their 
desks. The work should never be allowed to drag, 
but should move rapidly to keep up the interest. 
In addition to sentences, short poems or gems that 
are being memorized may be used. Tests may be 
given occasionally, in which the children state orally 
the principles learned and find examples of their 
use in the readers or elsewhere. 

III. GENERAL WORK 

Dictionary and Vocabulary Work 

In this grade some preliminary work looking to 
the use of the dictionary may be done. The words 
in short paragraphs may be arranged alphabetically, 
first according to the first two letters, and later ac- 
cording to three and even four or five letters. This 
is to be done as desk work. Regular work in the use 
of the dictionary will be begun in the next year. In 
many schools lists of new and important words met 
in the reading lessons are kept and made the basis of 
spelling lessons and discussions, but the value of this 
work is seriously questioned in view of recent experi- 
ments. Some work in homonyms may also be done 
here. Such words as ' weak ' and ' week/ ' sail ' and 
e sale,' ' whole ' and f hole,' ? hall ' and ' haul,' may 
be given out orally and their meanings asked for. 



124 LANGUAGE WORK IN ELEMENTABY SCHOOLS 

Sentences illustrating the meaning of these words may 
then be made. Special attention should be paid to the 
correct use of the forms of common irregular verbs. 

Technical Matters 

In addition to the points outlined in previous 
grades under this head, the following should be found 
correctly used in the written work during this year. 

1. Capitals : names of the Deity and pronouns referring to 

the Deity ; the word * Bible ' ; proper adjectives. 

2. Punctuation: 

a. Comma after * Oh J ; in addresses ; before short direct 

quotations ; in series of words. 

b. Quotation marks : in both simple and broken quotations. 

c. Apostrophe : in contractions. 

d. Exclamation point : at close of sentences expressing 

feeling and after interjections. 

3. Abbreviations: points of compass, 'A.M./ <P.M./ *TT.S./ 

c Co./ <Bev./ *sq. yd./ <pk./ <bu./ <No./ and others 
needed in the arithmetic or composition work. 

4. Contractions : explain how made, and teach common ones 

met in the reading lessons and heard constantly. 
Examples are * I '11/ * can't/ * is n't/ 'has n't/ <you '11/ 
1 are n't/ * it %' * I ' ve.' Emphasize ' don't ' and* does n't.' 

5. Grammatical principles : 

a. Subject and predicate : the person or thing that does 

something and the word that tells what is done. 

b. Nouns : possessive of plurals ; plurals of words ending 

in y and of all others met in the reading or compo- 
sition work of the grade. 

c. Verbs : simple matters of tense, as present, past, and 

future time ; number. 

d. Adjectives : descriptive (simplest enlargement of the 

subject or any noun). 



GRADE FIVE 

I. ORAL LANGUAGE WORK 



Original Expression. 


1. 

2. 
3. 

4. 
5. 
6. 

7. 


Observation Lessons and Reports, 

Recitation by Topics. 

Story-Telling. 

Argument. 

Narration. 

Description. 

Exposition. 


Imitative Expression. 


1. 

2. 


Memorizing Work. 
Dramatization. 



II. WRITTEN LANGUAGE WORK 
Original Expression. 

1. Letter-Writing. 

2. Narration and Story. 

3. Description. 

4. Exposition. 

5. Argument. 

6. Verse- Writing. 

7. Diary. 

Imitative Expression. 

1. Copying Work. 

2. Dictation. 

III. GENERAL WORK 

Use of Dictionary. 
Word Study. 
Technical Matters. 

125 



PURPOSES AND AIMS 

Here, as in preceding grades, oral language work for its 
own sake should receive serious attention. The oral com- 
position, systematically and deliberately brought to a fin- 
ished form, should have a place as important as that given 
the written work ; for, as Chubb 1 says, " as are a child's 
habits of oral expression, so will his habits of written 
expression tend to become." A false idea has heretofore 
kept oral language work too much in the background. 
This, together with the failure to criticize carefully all 
language used by the pupil throughout his school life, has 
been largely responsible for the prevalence of incorrect 
speech. At least three class periods each week in language 
work ought to be devoted .to oral language exercises. 

The following are a few of the purposes that should 
enter prominently into the work at this stage, and with 
increasing importance later: 

1. To develop logical thinking, which leads to discrimi- 
nation and judgment in all matters, especially in the use 
of language. 

2. To develop the power of constructive criticism in 
matters pertaining to language and thought. 

3. To develop an appreciation for the beautiful, both 
in language and in the external world which language is 
used to describe. 

4. To develop the power to feel, and the ability to 
express emotion hi a proper manner. 

1 The Teaching of English, p. 109. 
126 



GRADE FIVE 

I. ORAL LANGUAGE WORK 
Original Expression 

1. Observation Lessons and Reports. The method 
of conducting the work will be the same as that 
outlined for former grades, with a proper increase 
in intensity, extent, and detail. The children should 
be urged to add to the knowledge gained in observa- 
tion by constant reference to supplementary readers 
and books of reference, which every school library 
should contain. The reports should show more signs 
of logical and accurate thought and should be made 
up of complete and correct statements in proper 
sequence. 

2. Recitation by Tojncs. In this grade the topic 
method of recitation may be used in geography, his- 
tory, physiology, nature study, and reading lessons 
and in observation reports. The method of conduct- 
ing the work was outlined in the preceding grade. 
It is especially useful in summarizing the main points 
of a lesson, and although it should be used cautiously, 
it is good language training and becomes more im- 
portant year by year. It may profitably be used in 
from one fourth to one third of the recitations in 
the above subjects. 

127 



128 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

3. Story- Telling . In this grade and in higher 
grades the story becomes a serious means of securing 
a better original product. The pleasurable element 
still remains, but the element of work becomes more 
prominent. Emphasis should be placed upon original 
work in this grade. A beginning should be made 




LANGUAGE SHOULD BE CORRELATED WITH ALL SCHOOL ACTIVITIES 

in the definite study of story structure, and certain 
stories may be outlined by the class with the help of 
the teacher. The division of the work into repeated, 
reconstructed, and original stories, as given in the 
preceding grade, will serve equally well here, with 
increased emphasis, however, on the last. Some time 
may still be devoted to myths and legends, but more 
should be spent on biography and on stories of 



GRADE FIVE 129 

adventure and discovery, of history, and of animal 
life. Explorations, discoveries, and stories of life at 
various periods will demand simple time-sequence; 
while battles, movements in a campaign, and matters 
connected with political life will require sequence of 
both time and cause. Bible stories should also be 
given a place in this grade. In a word, stories used 
at this stage should concern those who dare and do 
things because of simple, pure motives. At least one 
long story should be read and repeated to the class 
during this year. "Robin Hood" and the Odyssey 
are suggested for this purpose. 

4. Argument. This work becomes more important 
here than in the previous grade. Broader subjects 
may be used, more logical statements should be made, 
and the children should be held more closely to the 
point. After the work has been conducted as sug- 
gested in the preceding grade, individuals may be 
asked to sum up the best arguments made on both 
sides of the question. Thus a real debate on a small 
scale will be the result. The subjects chosen should 
always be those about which the children have some 
knowledge, and in which they may be led to take an 
interest. The work in history, geography, and litera- 
ture will offer many interesting subjects. The follow- 
ing are a few that are suitable for use in this grade : 

Would the Amazon Valley be a good place for farming ? 
Would it be more pleasant to live where it is always summer ? 
Was Washington justified in leaving the fires to deceive 
the British? 



130 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

Do children who live in the city have a more pleasant life 
than those who live in the country ? 

Was the Pied Piper of Hamelin justified in carrying off 
the children ? 

Was Robin Hood really dishonest ? 

Was King Midas' s wish foolish ? 

5. Narration. The story-telling work outlined 
above will naturally lead children to tell actual ex- 
periences in their lives and in the lives of others. 
This work is a continuation of that outlined in the 
preceding grades. Here the work should show a 
more logical arrangement of subject matter from the 
standpoint of time and causal sequence, a fuller 
recital of details, and a better choice of words. 

6. Description. The general order of description in 
this grade should be from the whole to the parts. 
Much time may be devoted to testing the children's 
habits and power of observation by having them 
describe objects and scenes from memory. To add 
interest to the work it may be well to have games or 
tests in which the honor will be given to the child 
or the side that can give the greatest number of 
points in a description of a scene, a picture, or an 
object near at hand. Another device is to place a 
number of pictures before the class and have each 
child choose a picture, look at it carefully, and then 
describe it. The class will then try to guess the 
name of the picture from the description. Many such 
devices for doing work of this sort in all the grades 
may be invented by the ingenious teacher. 



GRADE FIVE 



131 



The work in description for this grade may include 
the following kinds : (a) descriptions of objects or 
scenes before the eyes, or of those described in poems 
and prose selections taken from the reading lessons, 
where the plan will be to select a line and have 
the children think 
just what they 
would paint from 
it if they were 
artists, and then 
let them tell what 
would be in the 
picture ; (b) de- 
scriptions of the 
physical appear- 
ance of persons, 
including charac- 
ters in literature, 
as, for example, Ichabod Crane or John Alden ; (c) de- 
scriptions of the character of either real or fictitious 
persons. 

7. Exposition. The work of the preceding grade 
should be continued and enlarged here. The simplest 
form of exposition, which merely gives interesting 
information about a subject, is important because it 
demands investigation with a view to discussions 
before the class. The orderly statement of the suc- 
cessive steps in a process, which is a more difficult 
type, should be given more attention in this grade 
than in the preceding one. Only subjects dealing 



m 






- 

• 

- 



RIVER VIEWS OFFER GOOD SUBJECTS FOR 
DESCRIPTIONS 



132 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

with concrete things should be selected during this 
year ? though abstract subjects may sometimes be 
discussed in the grammar grades. The following sub- 
jects are simply suggestive of such as would come 
under the second type of exposition mentioned above : 

How to ventilate a room (in connection with, work in 
hygiene). 

How to get rid of mosquitoes, flies, etc. (in connection with 
the work of civic leagues). 

How to make a bird box. 

How to grow good onions (in connection with school-garden 
work). 

How to cultivate corn (in connection with boys' corn-club 
work). 

How to can peaches (in connection with domestic-science 
work). 

Imitative Expression 

I. Memorizing Work. This work is a continuation 
of that already described. Children may be allowed 
to memorize poems from the printed page in this 
grade and in higher grades, but only after the selec- 
tions have been thoroughly studied in class. In addi- 
tion to poems, memory gems, and a psalm, outlines 
of lessons in the various subjects may be made and 
memorized by the pupils. Short extracts from great 
speeches or selections from prose literature may also 
be memorized in this grade. The preparation and 
memorizing of outlines of matter contained in lessons 
in geography or history help the child to sift out 
and keep the important ideas on a printed page. 
Only poems of genuine literary merit should be 



GRADE FIVE 



133 



memorized. Memory gems may be repeated at the 
opening exercises of the day, as well as in the regular 
language classes. About six poems, one psalm, three 
or four prose selections, and a dozen memory gems 
should be learned during the year. 




TENT DWELLERS — A HISTORICAL PLAY 

Poems suitable for use in this grade may be found 
in Appendix B. The following poems are suggested, 
to give the teacher a wider range of choice. 

Longfellow, H. W. : Paul Revere' s Ride; The Wreck of 
the Hesperus. 

Bryant, W. C. : The Planting of the Apple Tree. 
Whittier, J. G. : The Corn Song ; The Huskers. 
Riley, J. W. : Knee-deep in June. 
Holmes, 0. W. : The Deacon's Masterpiece. 
Southey, Robert : The Battle of Blenheim. 
Field, Eugene : The Dream-ship. 
Jackson, H. H. : October's Bright Blue Weather. 
Lowell, J. R. : A Christmas Carol. 



134 LANGUAGE WORK IN ELEMENTAEY SCHOOLS 

It is well to choose poems that emphasize the 
thought underlying some special work that is being 
done during the year. For example, if the long story 
assigned for the year is et Robin Hood/' nature 
poems, stirring ballads, and poems of loyalty to 
leadership should be given a place, as : 

Shakespeare, William : Under the Greenwood Tree ; 
When Icicles Hang by the Wall. 

Lowell, J. B. : What is so Rare as a Day in June ? (selec- 
tion from " The Vision of Sir Laimfal "). 

Wordsworth, William : March. 

Scott, Walter : Lochinvar. 

Whitman, Walt : Captain ! My Captain ! 

For the prose work selections from the following 
may be chosen : 

Lee, Henry : On the Death of Washington. 

Wirt, William : No Excellence without Labor. 

Grady, H. W. : The New South. 

Beecher, H. W. : Oar Honored Dead. 

Mabie, H. W. : The Doors of Opportunity. 

Sumner, Charles : War. 

Bible (Book of Acts) : Paul's Speech before Agrippa. 

2. Dramatization. Most of the directions given 
for this work in the preceding grade will serve here. 
The activity of the year in the play work should 
give evidence of a growing originality and sponta- 
neity in adapting stories to the dramatic work, and 
of a better appreciation of the dramatic element in 
the literature read and studied. An original play, 
showing originality of thought and appreciation of 



GRADE FIVE 



135 



plot, should be the object of the year's work. This 
play may be built up from the material found in the 
long story assigned for the year, and may be given 
in public. The play in final written form should be 
the result of the combined efforts of the class. This 
cooperation gives the work a social motive. At least 




"ROBIX HOOD" — A FIFTH-GRADE ADAPTED PLAY 



three finished plays, including the original one, is 
the probable amount of the year's work in drama- 
tization. One of these may profitably be rendered 
in public. The semiacting of selections taken from 
the dramatic readers and from the regular reading 
books used in the class should be emphasized here, 
as in former grades, to develop greater naturalness 
of expression. 



136 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

II. WRITTEN LANGUAGE WORK 
Original Expression 

Most of the directions for the written composition 
work in the preceding grade will serve here. As indi- 
cated in previous grades oral discussion of the subject 
should always precede the written work. After the 
pupils have exchanged papers and corrected them 
as well as they can, the papers should be corrected 
by the teacher and handed back to the pupils on 
the following day or at the time they are discussed 
in the class. The worst papers, or perhaps all that 
are not good, should be rewritten. 

Two periods each week should be devoted to the 
written composition work, while some writing should 
be done almost every day. The composition may 
consist of one, two, or even three paragraphs, accord- 
ing to the nature of the subject. Neatness in the 
general appearance of the page, and uniformity in the 
size and kind of paper used, should be demanded. 
The teacher should see that the margins and inden- 
tions of paragraphs are according to the best usage, 
and that the date and the name of the pupil are 
in the proper place. 

Each teacher will probably invent her own system 
of correction marks. The following system is a simple 
one and is intended to be merely suggestive. A more 
complete one is given in the grammar grades. 

1. Punctuation : A cross (X) is put at the place of error. 

2. Spelling : Words misspelled are underlined and " sp " is 
written above, or in the margin opposite. 



GKADE FIVE 137 

3. Capitalization : Small letters that should be capitals are 
underlined three times ; capitals that should be small letters 
have three lines placed above them. 

4. False syntax : Words or groups of words used incorrectly 
with respect to grammatical rules are underlined, and " syn " 
is written above, or in the margin opposite. 

5. Omission of word or words : A caret (A) is put at the 
place of omission, and the word or words to be inserted are 
written above. 

6. General criticisms, both good and bad, are placed on 
the back of the composition. These include such matters as 
neatness, unity, sentence structure, arrangement, etc. 

The following are the types of written composition 
work that may be attempted in this grade : 

1. Letter- Writing. The knowledge of the complete 
letter form, with its variations to suit different kinds 
of letters, is perfected in this grade. The various 
kinds will include social letters, business letters, notes 
of invitation and acceptance, letters of sympathy and 
congratulation, bills, receipts, etc. Have the children 
write letters ordering books or supplies for them- 
selves or the school, and have them learn to fill out 
checks and money orders. The best work should be 
used. Have them also write invitations to school 
parties or entertainments, or letters of congratula- 
tion to some real person, or letters of sympathy to 
a classmate who is ill. Correspondence with friends 
and relatives should be encouraged and directed. A 
cooperative letter, formulated by the combined efforts 
of the whole class, may be sent to the fifth-grade lan- 
guage class in a neighboring school. Further work 
in the addressing of envelopes, showing the many 



138 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

changes necessary in various addresses, should be done 
this year. The narrations, descriptions, and exposi- 
tions should occasionally be put in letter form, to 
break the monotony of the regular composition form. 
2. Narration. The shorter stories that are learned 
in the story work may frequently be put in written 




SCENE FROM "ROBIN" HOOD" AT REHEARSAL OF PLAY 



form, to develop accuracy in details and in phraseology. 
It will emphasize stories of biography and of the life 
of other days to have them put in writing. The origi- 
nal story and the narration of actual experiences are 
especially adapted to the written composition form. 
Some definite work in writing short fictitious stories 
should be begun in this grade. Stories learned or read 
may give inspiration and serve as models for this 



GRADE FIVE 139 

work. In the written story work a motive should, 
whenever possible, prompt the work. These stories 
may be read at home, or they may form a book of 
stories for next year's class or for immediate use 
in the primary grades. 

3. Description. The general directions given under 
oral language work may be followed here. The chief 




THE SCHOOLHOUSE AND GROUNDS ^SYILL BE A GOOD SUBJECT 
FOR WRITTEN DESCRIPTIQN 

aim should be to make the description on paper so 
clear that the reader can really see the thing — its 
shape, size, color, and other details. The teacher 
should collect for herself many descriptions of people, 
buildings, landscapes, etc., to be read to the children 
and discussed with them. 

4. Exposition. The discussion under oral language 
work will give sufficient directions for the written 
work here. Clearness may be gained by having the 



140 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

children write a lesson assignment, a recipe, instruc- 
tions for a game, etc., which can be put into actual 
use. The children feel the necessity of being exact, 
complete, and definite if they know that their com- 
positions are to be used. 

5. Argument. As suggested in the previous grade, 
the oral argument should occasionally be followed 
by written work. Greater definiteness of statement 
is secured in the written form. At this stage the 
pupils should confine themselves to two or three of 
the best points brought out in the oral discussion. 
Simple work in preparing outlines containing the 
points made on either side of a question may be 
begun either here or in the following grade. 

6. Verse- Writing . The work outlined in the pre- 
vious grade should be continued and enlarged here. 
The teacher should be ready to detect special talent 
in this kind of composition and to give special en- 
couragement to the child possessing it. The writing 
of verse for special occasions, seasons, and events 
should be emphasized. Christmas, Thanksgiving, the 
first snow or frost, the March winds, the first violets 
upon the hillside, etc. are suggestions. 

7. Diary. It is a good idea to have each child 
in this grade and above keep a little notebook or 
diary, in which he may from day to day record, in 
concise language, statements about matters in which 
he is personally interested. These matters will in- 
clude the child's own ideas on various subjects, inci- 
dents of importance in his life, happenings of interest 



GRADE FIVE 141 

in the community, weather observations, etc. The 
little books should be taken up every two weeks or 
thereabouts and carefully inspected by the teacher. A 
few directions from time to time as to method, form, 
etc. will be found necessary. The special purpose of 
this work, from a language standpoint, is to develop 
the power to say much in as few words as possible. 

The following extract is a page taken from the 
diary of a fifth-grade boy : 

May 21, 1915 

Sunshine, but rather windy. Weather Bureau predicts rain 
for to-day. 

Our team beat sixth grade in ball game yesterday, 15 to 12. 
Charlie Baker made a home run. I made three errors. 

Talked about war in current topics ; seems that the whole 
world is going to war. I hope Germany will get whipped. 

Worked in school garden with class half an hour. Beans are 
blooming; gathered some lettuce, radishes, and onions. Will 
have peas next week. 

School will soon be out ; getting ready for commencement 
now. I'll not be sorry. 

Imitative Expression 

1. Copying Work. Copying work, correlated with 
language work as suggested in the preceding grades, 
may be continued here. Good usage may be taught 
in this way. 

2. Dictation. The work of the preceding grade 
should be continued and emphasized here. This is 
very important work, the purpose of which is to 
teach correct usage in punctuation, capitalization, etc., 



142 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

and it may be used to fill in many odd moments 
in the language periods. The following devices are 
suggested for use here : (a) A short passage, either 
from prose or from poetry, may be dictated instead 
of single sentences, (b) A passage from the reader may 
be dictated after it has been read and studied, 
(c) An unpunctuated paragraph may be placed on 
the board, and the children may copy and punctuate 
it, giving the reasons for their marks. 

III. GENERAL WORK 

Use of Dictionary 

Systematic effort should be made this year to in- 
crease the child's usable vocabulary by teaching him 
to use the dictionary. Each child should possess a 
small dictionary in which the meanings given are 
not merely synonyms, and should form the habit of 
looking up the meanings of words that are difficult 
to understand in any of his lessons, particularly the 
reading lessons. The child should be taught to draw 
his own conclusion as to the meaning of the word, 
both from the sentence under consideration and from 
the definition given in the dictionary. The word 
should then be used in another sentence composed by 
the child. Sufficient knowledge of diacritical marks 
should be gained this year to work out the pronun- 
ciation of the words whose meanings are looked up. 
The following are directions for introducing the use 
of the dictionary : 



GRADE FIVE 



143 



1. The work of arranging words in alphabetical 
order, which was begun in the preceding grade, should 
be continued for a short time this year. All new 
words met in the reading lessons, with their marking 
and meanings, may be kept in this way. About once 
a week these words may be used as a spelling lesson. 




OUTDOOR GAMES OFFER GOOD SUBJECTS FOR EXPOSITION 



2. In all subjects have pupils find in the dictionary 
the meanings of all words that they do not under- 
stand. This may be done either at the desks or in the 
recitation. Interest may be aroused by asking the 
children who will be first to find the word and give 
its meaning. The children should be shown that 
nouns appear in the dictionary only in the singular 
form, and that verbs appear only in the present tense. 



144 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

They should also be shown how to look for words by 
watching the guide words at the top of the page. 

3. The diacritical marks on the key words will 
have to be taught, so that the children may be able to 
get the correct pronunciation along with the meanings 
of the words. Correct pronunciation involves giving 
the correct sound of each letter, the correct division 
into syllables, and the correct accent. 

Word Study 

In this grade some knowledge of the formation of 
words by the addition of prefixes and suffixes should 
be gained. This will assist the child to increase his 
usable vocabulary, and will tend to make words really 
" signs of ideas " to him. This work may be done in 
the spelling lessons, and examples of the point under 
consideration should be collected from words found in 
the reading lessons or elsewhere. The meaning of 
a few of the commoner Anglo-Saxon, Latin, and Greek 
prefixes and suffixes used in forming English words 
may be taught this year. These forms are studied for 
their meaning only ; hence the teacher should have 
little, if anything, to say of the source from which 
they come. The following are suggested : 

Prefixes 

Anglo-Saxon: fore- (before), foretell; mis- (wrong or 
wrongly), ??mbehave ; over- (over), overlook. 

Latin: ante- (before), antecedent; post- (after), postscript ; 
pre- (before), prefix ; trans, tra- (across), transient; re- (back, 
again), return, renew. 

Greek : anti- (against), antiseptic ; pro- (before), program. 



GRADE FIVE 



145 



Suffixes 

Anglo-Saxon : -man, ipostman ; -ship, authors/Yip ; -fid, 
wonder/?^; -less, fearless; -like, saintZ^e ; -ish, womanish. 

Latin : -er, -or, archer, doctor ; -ess, goddess ; -ty, cruelty ; 
-able, -ble, salable, solute; -fy, magnify. 

Greek : -ism, republican?^???. ; -ist, artist ; -ize, humanize. 

Some attention should also be paid to the study 
of homonyms, synonyms, irregular verbs, etc. 





Homonyms 






pray, prey 


red, read 


vale, 


veil 


creak, creek 


need, knead 


herd, 


heard 


lesson, lessen 


mail, male 


night 


, knight 


bare, bear 


rain, reign 


coarse, course 


soul, sole 


plain, plane 
Irregular Verbs 


bow, 


bough, etc. 


come came 


come see 


saw 


seen 


take took 


taken lie 


lay 


lain 


lay laid 


laid throw 


threw thrown 


go went 


gone sit 


sat 


sat 


do did 


done wear 


wore 


worn 



Technical Matters 

In addition to the points outlined under this head 
in previous grades, the following should be taught 
during the year in connection with the various kinds 
of language work : 

1. Capitals : c North/ * South/ etc. (as part of the country 

and not as points of the compass); names of objects 
personified. 

2. Punctuation : 

a. Comma : after * yes ' and * no ' in answers ; to mark 
off clauses and phrases. 



146 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

h. Quotation marks : in broken quotations. 
6. Hyphen : in compound words. 

3. Abbreviations: 'Hon./ <Gov./ <M.D./ < Jr./ <Sr./ c Supt./ 

c Maj./ s Rev./ etc. 

4. Contractions : additional words, as * is n't/ ' they '11/ 

1 they 're/ c couldn't/ c can't/ etc. 

5. Grammatical principles : 

a. Noun : object of verb ; object of preposition ; com- 

pound nouns ; possessive plural of nouns like 
' negro/ : mulatto/ ' potato/ etc., of compound nouns, 
of words ending in / or fe changing to ves (fifteen 
in all), and of other irregular nouns, as 'men/ 
c geese/ * children/ etc. 

b. Pronoun : distinguish kinds, beginning with the use 

of the relative clause ; objective case. 
g. Adjective : simplest form of comparison. 

d. Adverb : modifying verb and adjective ; comparison. 

e. Verb : transitive. 

f. Phrases and clauses : continue study of these as 

modifiers expanded from the adjective and the 
adverb. 



GRADE SIX 

I. ORAL LANGUAGE WORK 

Original Expression. 

1. Recitation by Topics. 

2. Oral Reports : (a) Observation Reports ; (b) Book Reviews ; 

(c) Current Events. 

3. Narration. 

4. Description. 

5. Exposition. 

6. Argument. 

7. Talks from Outlines. 

Imitative Expression. 

1. Memorizing Work. 

2. Dramatization. 

II. WRITTEN LANGUAGE WORK 
Original Expression. 



1. 


Letter-Writing- 






2. 


Narration. 






3. 


Description. 






4. 


Exposition. 






5. 


Argument. 






6. 


Verse-Writing. 






7. 


Diary. 






8. 


Preparation of Outlines. 




Imita 


tive Expression, 






1. 


Dictation. 








in. 


GENERAL WORK 


Use of Dictionary. 






Word 


Study. 






Technical Matters. 












147 



PURPOSES AND AIMS 

The ideals that shape the work of this grade are about 
the same as those outlined for the preceding year. The 
problem of building a usable vocabulary by the use of the 
dictionary and by the definite study of word formation be- 
comes more serious here, and certain important principles 
of grammar should be taught, by use rather than by 
definite rules. The ability to speak without preparation 
several logically connected sentences on a given subject 
should be expected in pupils of this grade, while short 
talks from outlines should be given an important place. 
The language of the recitations, both oral and written, 
should show a marked growth in maturity of thought, 
in correctness of idiom and of grammatical construction. 
As emphasized before, the language of all recitations 
should be carefully criticized, so that a more correct use 
of words and better sentence structure may be secured. 
In all the language work of this grade the definite aim 
should be to relate the child's classroom work to the 
actual life he is living. The description and observation 
work should center about home activities and objects 
closely associated with the child's environment. Real 
letters should be written for definite purposes ; subjects for 
argument should touch community industries and prob- 
lems ; and exposition should take up subjects connected 
with household arts, everyday games, and the industrial 
life of the community. 



148 



GRADE SIX 

I. ORAL LANGUAGE WORK 
Original Expression 

1. Recitation by Topics. In this grade the recitation 
by topics tends to make children speak more clearly, 
coherently, and logically. It may be used here in 
geography, physiology, history, nature study, and 
reading lessons, and in oral reports. When the topic 
is assigned before the recitation, an outline made by 
the pupil may occasionally be used. It is better in 
this grade to assign the topics after the class has 
assembled for the recitation. 

2. Oral Reports. The oral reports in this grade 
may be divided as follows : 

a. Observation Reports. This work has been suffi- 
ciently discussed in former grades. It is very impor- 
tant in all the grades, not only as a language exercise 
but as a means of developing habits of observation. 
Mental pictures formed by children of this grade 
should show a greater degree of clearness, and the 
language of the report a corresponding growth in 
maturity. 

b. Book Revieivs. Children should be taught to 
read books in such a way as to be able to make an 

149 



150 LANGUAGE WORK IX ELEMENTARY SCHOOLS 

intelligent review of their contents. A small amount 
of such work may be attempted this year, at least two 
books suitable .for work in this grade being read at 
home and reviewed before the class by each. pupil dur- 
ing the year. In the same way, magazine and news- 
paper articles of value may be read and reviewed 
before the class. The child may be allowed to use an 
outline of the contents of the book or article. The 
following books are suggested for this work in this 
grade : 

Aldrich, T. B. : The Story of a Bad Boy. 
Franklin, Benjamin : Autobiography, 
Alcott, Louisa M. : Little Women. 
Cooper, J. F. : Last of the Mohicans. 
Hughes, Thomas : Tom Brown at Rugby. 
Hale, E. E. : The Man without a Country. 

c. Current Events. Children should be led to take 
an interest in matters of general interest that happen 
from time to time either in the immediate locality 
or anywhere in the outside world. In the language 
period, time should frequently be devoted to reports 
on such events. The opening exercises of the day 
may occasionally be devoted to this work, and some- 
times all the children in the school should be urged 
to take part. A connected report on some matter of 
special interest may be secured by assigning topics 
to several pupils beforehand. This work may be 
made more interesting by leading the class to ask 
questions about the topic under discussion. Current 
events often offer good subjects for arguments or 



GRADE SIX 151 

debates. They should find a place on the program 
at least once a week. 

3. Narration. In addition to the narration work 
outlined in the preceding grade, many of the facts 
of history may be taught here by continuing the 
stories of great men, of discoveries and inventions, 
of life at various times, etc. The legend and myth 
should continue to have a place in the story work. 
Stories of King Arthur and his knights, and of Greek 
and Roman legendary heroes, are good to use here. 
Bible stories are still interesting in this grade. These 
stories should usually be read by the children, but 
the teacher may occasionally read or tell the class 
a story and ask for a repetition. 

The three types of stories mentioned in the pre- 
ceding grade may all be continued here. The recon- 
structed and original stories, however, are more 
important than the repeated story, because they 
demand more thought. Special emphasis ought to 
be placed on the original story, which should occa- 
sionally be put in written form. After considerable 
time has been devoted to this work, the class may 
compose a story as a cooperative work and allow 
the lower grades to use it. 

The story work will naturally lead to original nar- 
ration of actual experiences. Children in this grade 
should be able to tell pleasingly, and with proper time- 
sequence, experiences that they have had or about 
which they have heard. Experiences in industrial 
work, such as making benches for the playground or 



152 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

ventilating boards for schoolroom windows, repairing 
window shades, and laying off a baseball diamond, 
may be related. Correlation with geography may be 
effected by having the children tell stories of imagi- 
nary trips, describing the people and their dress and 
the crops, vegetation, rivers, and other matters of 
interest in the countries visited. An imaginary trip 
in an aeroplane,- or on a train, or by ship, from 
New York to San Francisco, London to Rome, or 
Peking to Calcutta, would bring out many inter- 
esting facts. 

4. Descrijrtion. The different types of description 
outlined in the preceding grade should form the basis 
of the work here. At this stage much attention 
should be given to the unity and coherence of the 
statements and to the order in which the details are 
given. The children should be taught that all details 
are not of equal rank, and that the order of procedure 
should be from wholes to parts, the parts being given 
in the order of their prominence and importance. 
Selections of model descriptions taken from standard 
sources should be read to the class from time to time, 
or members of the class may be allowed to give from 
memory a bit of description from some such source, 
following the original as closely as possible. Children 
should also study good descriptions for themselves, 
selecting them occasionally from sources other than 
their textbooks. This work may be correlated with 
geography by having the children describe local 
landscapes or remote scenes referred to in reading 



GRADE SIX 



153 



lessons, or with history by taking as subjects battle- 
fields and historic buildings and places. Ruskin's 
descriptions of Europe, and those of Hawthorne in 
" Our Old Home," are good models of description. 
The picture game suggested for use in the preceding 
grade may be played with interest here. This game 
may be varied by haying a familiar object described 




THE MORE INTERESTING THE SUBJECT THE BETTER THE 
COMPOSITION 



by one child, after w r hich the rest of the class are 
to guess what the object is. The observation reports 
will be largely description work. 

5. Exposition. The work outlined for the preced- 
ing grade should be continued and enlarged here. 
Increased attention should be paid to the unity and 
coherence of the subject matter of the composition. 
Subjects used in this grade should usually be con- 
crete, such as the value of railroads to a country ; 



154 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

how to play tennis ; how to make ventilating boards 
for schoolroom windows ; the value of good roads to 
a country ; birds, useful and destructive. Occasionally 
an abstract topic may be introduced, such as honesty 
in examinations, or a girl's duty to her mother in 
the home. 

6. Argument. The ideas suggested for this work 
in the two preceding grades will give general direc- 
tions for it here. The subjects used should demand 
more thought, and the discussion of them should be- 
gin to show a reasonable insight into such matters as 
the social and economic life of the community. Such 
subjects, then, as the following will be found espe- 
cially suitable for use in this grade : Should we demand 
cleaner grocery stores ? Should every home be forced 
to have a garbage can? Should a man who owns 
no property be allowed to vote? Current events, 
history, and physiology will offer many interesting 
subjects for this work. Single sentences making 
one point in the argument should gradually lead 
to several sentences giving logical reasons for each 
point made. Children may be allowed to talk from 
outlines prepared before the recitation. 

7. Talks from Outlines. The oral work in almost 
all the preceding types of composition may occasion- 
ally be given from outlines prepared by the pupils 
before the recitation. The speaker should always 
face the class, and his classmates should be asked to 
make kind and specific criticisms of both good and 
bad points in the subject matter and delivery. 



GEADE SIX 
Imitative Expression 



155 



1. Memorizing Work. The work of the preceding 
grades should be continued here. Poems, memory 
gems, and longer prose selections, including a psalm, 
should be the basis of all this work. An old hvmn 




ALL SCHOOL ACTIVITIES SHOULD BE DRAWN UPON BY THE 
LANGUAGE TEACHER 

may be substituted for the psalm. For prose selec- 
tions, extracts from famous speeches and from such 
standard literature as Irving' s "Sketch Book" and 
Hawthorne's " Twice Told Tales" may be used. The 
teacher should be careful to choose some poems that 
deal with subjects of nature, and others containing 
an element of narration. It is well to correlate the 
poems learned with the month or season of the year. 



156 LANGUAGE WOEK IN ELEMENTABY SCHOOLS 

At least eight poems, twelve memory gems, and 
four prose selections should be memorized and recited 
during the year. The selections should always be 
studied in the reading lessons before memorizing 
is begun. Frequent opportunity to repeat selections 
learned in previous years should be given. 

Poems suitable for use in this grade may be found 
in Appendix B. The following are suggested, in order 
that the teacher may have a wider range of choice : 

Longfellow, H. W. : The Builders ; Christmas Bells. 

Holmes, 0. W. : Old Ironsides. 

Bryant, W. C. : Song of Marion's Men. 

Tennyson, Alfred: The Bugle Song. 

Drake, J. B. : The American Flag. 

Wolfe, Charles : Burial of Sir John Moore. 

Emerson, B. W. : Concord Hymn. 

Whittier, J. Gr. : Barbara Erietchie. 

Lowell, J. B. : The Heritage. 

Keats, John: Autumn. 

Burns, Bobert : My Heart 7 s in the Highlands. 

Finch, E. M. : The Blue and the Gray. 

Hemans, Eelicia Dorothea : Landing of the Pilgrims. 

Hood, Thomas : The Song of the Shirt. 

Key, F. S.: The Star-Spangled Banner. 

For the prose work, short selections from the fol- 
lowing may be used : 

Lincoln, Abraham: Gettysburg Address. 

Henry, Patrick : Speech before the Virginia Convention. 

Hawthorne, Nathaniel: A Bill from the Town Pump. 

Stephens, Alexander H. : On the Bestoration of the Union. 

Irving, Washington: The Broken Heart. 

Bacon, Francis : Essays — Of Nobility ; Of Wisdom. 

Bible : Belshazzar's Feast ; Book of Daniel ; Psalm xix. 



GRADE SIX 157 

2. Dramatization. The work of the preceding year 
should be continued here with longer plays and more 
originality in arranging the dialogue and in the stag- 
ing preparation. Reading and history lessons may be 
dramatized with great interest and profit. This will 
enable the children to enter more fully into a sym- 
pathetic understanding of the lesson, especially in the 
case of historical incidents. At least three finished 
plays, one of which should be an original one, may 
be worked up during the year. It would be well to 
present at least one of these in public. " The Flower 
Queen," an original play written by a sixth-grade 
girl, is given in Appendix C of this book. 

II. WRITTEN LANGUAGE WORK 

Original Expression 

The directions given in the two preceding grades 
for the conduct of written composition work may, 
with a few changes and additions, be used for the 
work here. In this grade children should be led to 
make definite outlines of the subject matter before 
they begin to write. These outlines should generally 
contain the following heads: (a) introductory and ex- 
planatory statements; (b) points to be taken up in the 
main discussion; and (c) concluding, or summariz- 
ing, statements. The selection and arrangement of 
material should be guided largely by models taken 
from good literature. Such selections may occasion- 
ally be outlined and the arrangement carefully noted. 



158 LANGUAGE WORK m ELEMENTARY SCHOOLS 



In the work of criticism special emphasis should be 
placed on sentence structure, on the best methods of 
improving bad sentences in structure and choice of 
words, and on testing the whole composition for unity 
and coherence. All regular compositions should be 



- 



THE MAY FESTIVAL 

No dearth of composition subjects in this school for days 

corrected and returned to the writer. Very poor ones 
should be rewritten. The following signs of mistakes 
may be added to those suggested in the preceding 
grade : 

1. Bad choice of words : Word underlined and * Ch. of W." 
placed in the margin opposite, or above the word. 

2. New paragraph : Paragraph mark (*f[) put in margin or 
at place where new paragraph should begin. If the paragraph 
is made where one should not be, *iSTo V may be written in 
the margin opposite. 

3. Thought not clear: Statement underlined and several 
V s placed above. 



GRADE SIX 



159 



The compositions this year should fill about one 
page of letter paper and should consist of from six to 
ten sentences. All kinds of composition work should 
frequently appear in letter form. Illustrative pictures 
made with colored pencils or water colors should 
accompany the written work whenever possible. The 
compositions should be written in ink, and the pupils 




PREPARATION FOR THE BARBECUE OFFERS INTERESTING 
SUBJECTS FOR COMPOSITIONS 

should all use the same kind of paper. Some oppor- 
tunity for impromptu composition should be given 
every day, while one regular composition is the usual 
requirement for each week. It may be necessary to 
spend portions of several periods in studying models 
from literature, for preliminary written work, and 
for oral discussions. The actual writing of the com- 
position should be done at the desk or at home. 



160 LANGUAGE WORK IK ELEMENTARY SCHOOLS 

The following are the kinds of written composi- 
tion that are suggested for this year's work. In con- 
ducting the recitation technical terms should not be 
used by the teacher. 

1. Letter -Writing . Drill in perfecting the com- 
plete letter form, as outlined in the preceding grade, 
should be continued throughout the entire year. The 
work should be kept closely related to real life by 
having the children write letters of invitation and 
sympathy, and business letters ordering books or 
supplies for the school or for private use. Some 
correspondence with friends and relatives at a dis- 
tance should be encouraged and directed to some 
extent, and the preparation of the cooperative letter 
to the sixth-grade language class of another school 
may be made very interesting to the children. The 
various kinds of composition outlined on the following 
pages should appear frequently in the form of letters. 

2. Narration. The repeated and reconstructed 
stories which were outlined in detail in oral language 
work for this grade, and the two preceding, are most 
suitable for oral work, and yet when they are short 
enough they may occasionally be put into written form. 
After considerable effort has been devoted to the study 
of the structure of the story (the plot, time, and 
causal sequence, the who, the ivhen, the where, and the 
what), and after some practice has been given in 
the telling of purely original stories, the children 
should be led to use constructive imagination in put- 
ting these into written form. The story may be the 



GRADE SIX 



161 



product of the combined efforts of the class, the plot 
and characters being suggested by some member 
of the class or by the teacher. Good stories from 
literature may be studied as a preparation for the 
writing of original stories suggested by them. The 
stories should be illustrated whenever possible. 




THE ANGELUS 

(After Millet) 

Good pictures are a valuable asset in language work 

As indicated in the discussion of oral narration, 
the story will lead to the narration of actual experi- 
ences. These should frequently be put into writing, to 
develop greater exactness in language and details. 

3. Description. The general directions given in the 
paragraph on oral description may be followed here. 



162 LANGUAGE WORK IN ELEMENTARY SCHOOLS 



When possible, written descriptions should be illus- 
trated. This will lead the children to appreciate art 

and its expres- 
sion in paint- 
ings. Cartoon 
work of an el- 
ementary sort, 
done with an 
ordinary lead 
pencil, may be 
undertaken as 




NO PUBLIC DRINKING CUP HERE 
A chance to correlate language and sanitation 



an accompani- 
ment to per- 
sonal descriptions. Before beginning this work the 
pupils should make a collection of cartoons for study. 

4. Exposition. The directions in the paragraph 
which deals with 

oral exposition in 
this grade will be 
found sufficient for 
the work here. A 
very few simple 
abstract subjects 
may be used this 

i , , ,.-., SCHOOL GARDENS FURNISH MANY SUB- 

year, but not till JEC ts for description and exposition 

they have had a 

thorough discussion beforehand in the oral work. 

5. Argument. The preparation of outlines indicat- 
ing the leading points on both sides of an assigned 
subject may occasionally be prepared by the children 




GKADE SIX 163 

before the oral argument. The teacher will have to 
assist the children considerably in this work. After 
the oral argument, it may be well sometimes to ask 
the children to write in logical order the arguments 
presented on one or on both sides of the question. 

6. Verse- Writing . The work suggested in the two 
preceding grades should be continued here. The 
teacher should be quick to detect any special ability 
in verse composition and to encourage its possessor. 
Some simple instruction in showing the structure 
of several of the simplest meters found in poetry 
familiar to the children may be given in this grade. 
This will be easy to do where children have received 
some systematic training in vocal music. 

7. Diary. The work suggested for the preceding 
year should be continued during this year. The ability 
to say much in a few words — which keeping a diary 
develops — is a very valuable possession. 

8. Preparation of Outlines. As suggested in pre- 
vious discussions in this grade, time may be profitably 
spent in leading children to make outlines of the 
subjects on which they are to give talks in the oral 
language work. Written compositions will have more 
unity and coherence if outlines of the thought are 
made before the writing is begun. Outlines of the 
subject matter in the various lessons of the day 
should frequently be made. This work is especially 
useful, because it teaches the child to pick out the 
important ideas on a printed page. These outlines, 
which should be memorized, may be placed on the 



164 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

board by the teacher as the children give the thought 
of a paragraph which they have read. Or the chil- 
dren may prepare them alone, at their desks or at 
home. The pupils should occasionally be asked to 
make outlines of their reading lessons at home and 
present them at the recitation or to the teacher for 
review. This is a splendid incentive to a study and 
appreciation of literature. Biographies are especially 
good for outline work and for talks from outlines. 

Imitative Expression 

Dictation. Dictation exercises are still important 
and necessary, and should be carried on in the man- 
ner suggested in preceding grades. Special attention 
is called to the devices suggested for the work in the 
fifth grade. The exercises should always be quick and 
interesting, and should never be allowed to drag. All 
matters outlined under Technical Matters in this 
grade and lower grades should be thoroughly tested 
in this way. At least two short exercises each week 
should be devoted to the work. 



III. GENERAL WORK 

Use of Dictionary 

The teacher should see that the pupils are pro- 
ficient in the work outlined in the preceding grade. 
The following suggestions are made for further 
instruction this year: 



GRADE SIX 165 

1. Give further practice in the use of diacritical 
marks. 

2. Give practice in finding the meaning best 
adapted to words in particular instances, both from 
the meanings suggested in the dictionary and from 
the thought of the sentence and passage. 

3. Teach children to use a pronouncing gazetteer, 
a pronouncing biographical dictionary , etc. 1 

4. Teach the meaning of the abbreviations follow- 
ing words, such as ' v.t.,' : v.i.,' ' n.,' ' a.,' ' adv./ etc. 

Word Study 

This work should be continued along the lines 
indicated in the preceding grade. It may be divided 
as follows : 

1. Homonyms, Synonyms, and Antonyms. Special 
attention should be given to synonyms and antonyms. 
Lists of these, made as they occur in the regular studies, 
should be kept by the pupils. A suggestive list of 
homonyms was given in the preceding grade. The 
following are similar lists of synonyms and antonyms : 

Synonyms 

allow, permit deny, dispute noted, famous 

compare, contrast argue, dispute invent, design 

obtain, acquire cash, money fear, terror 

vocation, occupation accept, receive different, unlike 

1 The old edition of Webster's Unabridged contains also, in an 
appendix, a list of noted names of fiction. In the new edition these 
are found in their proper places in the text. 



166 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

AjSTTOXYMS 

easy, difficult rare, frequent fixed, changeable 

interior, exterior together, asunder friendly, hostile 

persuade, dissuade urban, rustic barren, fertile 

mild, severe sullen, cheerful natural, artificial 

2. Derivation. Some time should be spent this 
year in teaching the derivation, or history, of words. 
The derivation of such words as the following will 
be found interesting, and this knowledge will give 
them a more vivid meaning : ' citizen,' f military,' 
' circus,' ' veto,' f exit,' f benefactor/ f admit,' ' posse,' 
' album,' etc. 

Derivation work includes the stud}^ of prefixes 
and suffixes. The meaning of the forms rather than 
the source should be emphasized in this grade. The 
following are suggested for study this year : 

Prefixes 

Anglo-Saxon: out- (beyond), outdo-, un- (not), imskilled; 
under- (beneath), under 'cut. 

Latin: ad- (to), adhexe; con- (with, together), condole, 
convene ; contra- (against), contradict ; ex- (out, from), exhale, 
exclude; sub- (under, after), s^&scribe. 

Suffixes 

Anglo-Saxon: -fold (times), tenfold-, -wise (manner), like- 
wise ; -ward (direction), downward. 

Latin : -age (act, condition), marriage ; -ant, -ent (adj. being ; 
noun, one who), vigilant, assistant, subservient, agent. 



GEADE SIX 167 

3. General. The teacher should continue the drill 
on irregular verbs and on the correction of all misused 
words, such as f like ' for f as/ ' if ' for f whether/ 
' how ' for ' what/ etc. Lists of new and difficult words 
may be selected from the various lessons of the day 
and used for oral and written drills in spelling, though 
the value of this is seriously questioned. 

Technical Matters 

In addition to the points outlined in previous grades 
under this head, the following should be taught dur- 
ing the year in connection with the various kinds of 
language work : 

1. Capitals: in titles of books, names of political parties 

and religious denominations, titles followed by names 
of individuals, etc. 

2. Punctuation: 

a. Comma: preceding short direct quotations, to set off 

explanatory phrase or modifier, to indicate slight 
pause in reading. 

b. Period : in decimal numbers. 

c. Colon : preceding long quotations and enumerations. 

d. Semicolon : in compound sentences. 

3. Abbreviations : all important ones met in any of the sub- 

jects of the year, such as those of states, countries, 
etc. in geography; also <C.O.D./ *D.D./ 'Atty.,' 
( 0./ 'viz./ 'Messrs./ 'Vol' 

4. Grammatical principles : 

a. Noun: object and indirect object. 

b. Pronoun : simple uses of the three kinds ; object 

and indirect object 



168 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

c. Verb : idea of voice, auxiliaries, simple conjugation 

work ; frequent drill on irregular verbs. 

d. Conjunction : distinguished according to use in 

complex and compound sentences. 

e. Sentences : (1) complex, which will include expanding 

word and phrase modifiers into clause ; compound, 
both coordinate ideas with ? and ' and adversative 
with ' but ' and ; yet.' (2) declarative, interroga- 
tive, imperative. The so-called exclamatory sentence 
always belongs to one of these classes. 



GRADE SEVEN 

I. ORAL LANGUAGE WORK 

Original Expression. 

1. Recitation by Topics. 

2. Oral Reports and Talks from Outlines, 

0. Narration. 

4. Description. 

5. Exposition. 

6. Argument and Debate. 

Imitative Expression. 

1. Memorizing Work. 

2. Dramatization. 

IT. WRITTEN LANGUAGE WORK 

Original Expression. 

1. Letter-Writing. 

2. Narration. 

3. Description. 

4. Exposition. 

5. Argument and Debate. 

6. Verse-Writing. 

7. Diary. 

8. Preparation of Outlines. 

Imitative Expression. 
1. Dictation. 

IIT. GENERAL WORK 

Use of Dictionary. 
Word Study. 

Technical Matters (including English Grammar). 
169 



PURPOSES AND AIMS 

The work of this year should show a steady increase in 
thought power and in the ability to use the mother tongue 
correctly. Pupils here should show a greater ability to 
criticize the language productions of the class, and a more 
analytical attitude toward all kinds of school work. Books 
of reference should be used with greater freedom, and the 
children should show a marked tendency to investigate 
for themselves. In this grade special emphasis should be 
placed on talks from outlines given before the class and 
school. Grammatical principles, of a difficulty suited to 
the pupils, have been taught in connection with the com- 
position and other kinds of language work in all the 
grades thus far. This work will be continued in the gram- 
mar grades in the same way, although in many schools it 
is still thought well to devote a period occasionally to 
the teaching of some of the more difficult grammatical 
principles. When this is done, the method used should 
be inductive, leading the children to make all the defini- 
tions in original, simple language before any notice is 
taken of the statements in the text. This work should 
develop in children a greater ability to think accurately 
and incisively. The study of literary models, together 
with derivation and word study, should produce better 
diction and greater facility in the expression of thought. 
All the composition work of the year should be dignified 
by some definite motive or purpose. Originality and self- 
direction in the language activities should be the chief 
object of the year's work. 

170 



GKADE SEVEN 

I. OBAL LANGUAGE WORK 
Original Expression 

1. Recitation by Topics. The method of reciting 
by topics becomes a more effective training in lan- 
guage power here than in the preceding grades. It 
should, however, be used with caution, for it has its 
dangers. It may be used profitably in from one fourth 
to one third of the recitations in history, geography, 
physiology and hygiene, civil government, reading, 
agriculture, domestic science, etc. At first the pupil 
may follow a written outline, but later he should 
hold the main topics in mind and give them in 
proper sequence without reference to the outline. 
This is especially valuable in summarizing the main 
points of a lesson. 

2. Oral Reports and lalks from Outlines. Greater 
emphasis should be placed on this work in this grade 
than in the preceding grade. In addition to the 
reports outlined there, talks on personal experiences, 
reviews of speeches or lectures heard, etc. may be 
given. In science work, for example, an experiment 
may be described, as How we made a barometer 
or How we show that a rise of mercury in the 
barometer indicates increased air pressure. The 

171 



172 LANGUAGE WOEK EST ELEMENTARY SCHOOLS 

writer recently heard interesting reports of lectures 
on " Robert E. Lee " and " Forests in the Rockies " 
given by seventh-grade pupils. Some child may be 
appointed to hear a lecture or a sermon and give a 
report to the class. Sometimes it may be advisable 
to have children give these reports before the whole 
school. The work of preparing outlines for these 
talks, which was begun in the last grade, should be 
emphasized here. The teacher should assist in the 
preparation of the first outlines. This will be a 
good preparation for the written argument work 
and the debates of the literary society. The following 
books are recommended for book reports : 

Whittier, J. G. : Snow-Bound. 

Scott, Walter : Lay of the Last Minstrel. 

Dickens, Charles : The Cricket on the Hearth. 

Longfellow, H. W.: Evangeline; The Song of Hiawatha. 

Hale, E. E. : The Man without a Country. 

Hawthorne, Nathaniel : Twice-Told Tales (selections). 

Scudder, H. E. : George Washington. 

Church, A. J. : The Story of the Iliad. 

See list in preceding grade. 

3. Narration. The work of the preceding grade 
should be continued and enlarged during this year. 
The reproduction of stories from history and liter- 
ature should be especially emphasized in this grade. 
Stories taken from the Bible and from the mythol- 
ogies of various peoples are still good and should 
be given a place. Reconstructed and original stories 
should be composed, as suggested in the preceding 



GRADE SEVEN 



1T3 



grades, but the emphasis should be placed on the 
latter. More emphasis than ever should be placed 
on the narration of personal experiences. The cor- 
relation of language work with geography, history, 
agriculture, etc. may be effected by having the chil- 
dren relate real or imaginary experiences in the work 
of these subjects. For example, a seventh-grade geog- 
raphy class in a certain school decided that each 




CAMPING EXPERIENCES FURNISH GOOD- SUBJECTS FOR 
DESCRIPTION AND NARRATION 

member of the class should visit an irrigation work 
under construction in the locality. A week later, 
after ample time for observation and investigation 
in books of reference, each pupil told the story of 
his visit, comparing the ideas he gained with those 
of the other members of the class. 

In this grade the telling of stories should have 
some social motive. For example, a story may be 
told to some grade that has not heard it, or it may 



174 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

be told as a part of some program. Pupils of this 
age begin to be more self-conscious, and no longer 
enjoy telling stories in the class as they did in the 
lower grades. If the work has a real purpose, how- 
ever, it interests them. It must have a dignity which 
it has not called for before — the dignity of definite 
motive or purpose. 

4. Description. The work in oral description will, 
for the most part, follow the outline given in the two 
preceding grades. A proper increase in details and 
improvement in unity and coherence should be de- 
manded here. The oral reports on observation work 
will continue to offer fine opportunity for description 
work. 

Special emphasis should be placed on the study of 
descriptions of persons, scenes, and characters in lit- 
erature. In this way good models may be brought to 
the attention of the class. These selections should be 
read and reread by the class until they are thoroughly 
appreciated. A certain class had read and enjoyed 
the descriptive passages of " Rip Van Winkle " and 
,c The Great Stone Face." After a field trip among 
some near-by hills in the autumn, the children asked 
the teacher to let them write about the hills. Excel- 
lent descriptions came spontaneously, without any 
thought of the vocabulary required. Too much evi- 
dent attention to such things as vocabulary and form 
sometimes defeats the very purpose of the work. If 
the impressions are properly associated, the expres- 
sion will come when needed. 



GRADE SEVEN 175 

5. Exposition. The work of the preceding grade 
should be continued and enlarged here. The introduc- 
tion of subjects demanding abstract thought should 
be attended with caution. Subjects having to do with 
moral and ethical duties of a simpler nature and with 
rights of individuals may be introduced to some ex- 
tent in this grade. The attention of the class should 
be called to good models of the various kinds of expo- 
sition found in good literature. Emphasis should also 
be placed on the making of outlines before the class 
recitation. Too much of this work should not be at- 
tempted, and it should not be too formally handled, 
for seventh-grade pupils dislike formality. Children 
should be led to read extensively and to think much 
about the subjects assigned for this work, in order 
that much apperceptive material may be stored up for 
future use. This should be done especially with sub- 
jects that deal with processes and activities, such as 
the making of pottery, how to make bricks, how to 
protect birds, how golf is played, etc. 

6. Argument and Debate. The argument in this 
grade should lead directly to debates in class and to a 
kind of primary literary and debating society, which 
every school should try to maintain. It should develop 
the power of quick and accurate thought while on 
one's feet, and ready expression under fire. Outlines 
of the leading points to be made on both sides of the 
subject should be prepared before the recitation period, 
while some subjects may be debated in the class with- 
out previous notice. Methods for the conduct of the 



176 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

work have been given fully in preceding grades. In 
this grade two members of the class may be asked 
several days ahead to be ready to defend the two sides 
of a question, and after these have given their talks, 
the class may act as judges and then enter into a 
general discussion of the subject. The teacher should 




LANGUAGE AND DOMESTIC SCIENCE SHOULD BE CORRELATED 
IN THE UPPER GRADES 

always summarize the points made in the discussion, 
in order that erroneous ideas may not be left with 
the children. 

Imitative Expression 

1. Memorizing Work. The work of former grades 
is to be continued here. At least six poems, one 
psalm, twelve memory gems, and four prose selec- 
tions should be memorized during the year. Quality, 



GRADE SEVEN 177 

however, and not quantity should guide the teacher 
in directing the work. The selections should always be 
studied in the reading lessons before they are memo- 
rized. As in other grades, the material should be 
selected with these aims in view : (1) to teach the 
child to appreciate nature — for example, " Snow- 
bound" develops a love for winter and country life, 
while poems of the sea appeal especially to children 
near the ocean or lakes ; (2) to broaden the child's 
experiences, connecting them always with his past 
life. Selections used should ordinarily be suited to 
special seasons and events. Frequent opportunity to 
repeat selections learned in previous years should 
be given. 

Suitable poems and gems are to be found in 
Appendix B. The following poems and prose selec- 
tions are suggested, in order that the teacher may 
have a wider range of choice. 

Kipling, Rudyard : Recessional. 

Tennyson, Alfred : Charge of the Light Brigade ; Sir 
Galahad. 

Bryant, W. C. : The Death of the Flowers ; Thanatopsis ; 
The Hurricane. 

Wordsworth, William : The Solitary Reaper ; Fidelity. 

Emerson, R. W. : The Humble-bee ; The Snow-storm. 

Moore, Thomas : Oft in the Stilly Night. 

Brooks, Phillips : A Christmas Carol. 

Whittier, J. G. : The Eternal Goodness ; The Yankee 
Gypsies. 

Scott, Walter : Soldier, Rest ! 

Browning, Robert : The Patriot. 

Stevenson, R. L. : A Visit from the Sea. 



178 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Longfellow, H. W. : The Ship of State ; The Arrow and 
the Song. 

Lowell, J. R. : The Finding of the Lyre. 
Riley, J. W. : The Name of Old Glory. 
Carroll, Lewis (Dodgson, C.) : A Song of Love. 
Lang, Andrew : Scythe Song. 
Stedman, E. C: The Cavalry Charge. 

The following prose selections, together with those 
suggested for this work in the preceding grade, may 
be used here : 

Bible : Psalms xlvi, lxvii ; Ecclesiastes xii. 

Longfellow, H. W. : Spring ; Summer ; Autumn (selections 
from " Kavanagh "). 

Mabie, H. W. : On Books (from " My Study Fire "). 

Porter, Horace: Abraham Lincoln (selections). 

Choate, J. H.: The Pilgrim Mothers (selections). 

Conkling, Roscoe : Speech nominating IT. S. Grant 
(selections). 

2. Dramatization. The work outlined in preceding 
grades should be continued with increased demands 
as to originality and expression. Much interest may 
be developed in the reading and history lessons by 
having the children dramatize selections or scenes 
that lend themselves to such treatment. To secure 
greater naturalness of expression the regular reading 
lessons may frequently be put aside for selections 
from the dramatic readers. 

At least one original play should be the product 
of the combined efforts of the class during the year. 
As a preparation for this work, one or two good plays 
should be carefully read and studied as models of 



GRADE SEVEX 



179 



dramatic perfection. Shakespeare's " As you Like 
It" or ff Twelfth Night," or Sheridan's " The Rivals," 
may be used for this purpose. The importance of the 
problem as the chief thing in a plot, the entangling 
elements, the point of highest interest, and the 
unraveling of the plot are all apparent. The class 
will appreciate these important points if the play is 




GOOD ROADS DAY — A SOURCE OF MANY EXPOSITIONS 
AND DESCRIPTIONS 



studied properly. In writing both plays and original 
stories the study of a model is very essential. In 
addition to the original play, at least two or three 
adapted ones should be worked up during the year. 
One of these should be given on some public occasion. 
This work, as outlined in preceding grades, will be 
the result of the united efforts of the class. In this 
grade a single child may occasionally prepare an 
acceptable adapted, or even an original, play. 



180 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

II. WRITTEN LANGUAGE WORK 
Original Expression 

The directions given for written composition in 
the two preceding grades will serve, for the most 
part, for the work here. In this grade more empha- 
sis should be placed on the preparation of outlines ; 
in fact, no composition should ever be written in 
the grammar grades without an outline, to insure 
logical arrangement of subject matter. Children 
should show not only an increased vocabulary and 
a broader range of ideas, but a greater knowledge of 
the technique of language and an ability to think 
more accurately. Progress along these lines will be 
aided by the analysis of illustrative selections from 
good literature. Special attention should also be 
paid to paragraphing, which will necessarily accom- 
pany the work of outlining subjects. 

Some written work should be done almost every 
day, while one regular composition of three or more 
paragraphs should be handed in each week. Prelimi- 
nary work (including, perhaps, the reading of a model 
selection and some assistance in the making of an 
outline) may be done on Friday, if the compositions 
are to be handed in on Monday. At the recitation 
on that day the compositions may be exchanged 
among the pupils for criticism. The next day they 
should be returned to the teacher, who will then 
correct them, preparatory to the discussion in the 
class on Wednesday. It may be found necessary, for 



GRADE SEVEN 



181 



lack of either time or ability on the part of the stu- 
dents, to demand only two compositions each month. 
In this event much practice in writing short one- 
paragraph productions should be given. The regular 
compositions should always be written in ink and 
on paper of uniform size and grade. 

The teacher should always remember (1) that the 
child's attention should be kept on the thought 



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CHILDREN SHOULD BE LED TO DISCUSS AND WRITE ABOUT 
SANITARY HOMES AND COMMUNITIES 

rather than on the technique, which should be a 
matter of habit now ; (2) that the appearance of the 
page as to margins, indentions, handwriting, etc. 
is of great importance; (3) that the subjects used 
should be chosen from all four of the forms of dis- 
course, properly distributed; (4) that the subjects 
chosen should be closely associated with the life and 
environment of the children. 



182 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

A simple system of signs for marking errors has 
been given in the two preceding grades. The same 
system, or the following one, which is better adapted 
to the work in the higher grades, may be used here : 

1 = Spelling. 

2 = Capitalization. 

3 = Punctuation. 

4 = False syntax. 

5 = Paragraphing. 

6 = Choice of words. 

7 = Thought not clear. 

8 = Unnecessary words. 

9 == Words omitted. 

10 = Hyphen omitted or wrong division of word at end 
of line. 

11 = Words or phrases out of proper order. 

The figures are placed over the incorrect word or 
words, or at the place of error. General statements 
of both favorable and unfavorable criticism, having to 
do with neatness, coherence, logical arrangement of 
subject matter, etc., are placed on the back of the 
paper. The above scheme of marking should be 
placed on the flyleaf of the grammar or some con- 
venient textbook. 

The following is a simple -illustration of the above 
system : 

2 14 3 9 

composishuns is hard to write They take a great deal 
2 
time and Thought. 

The following are the suggested forms of written 
discourse for this year's work : 



GEADE SEVEN 183 

1. Letter-Writing. The complete letter form, which 
was taught in the two preceding grades, should 
be emphasized this year by constant drill. All the 
different kinds of business and social letters should 
receive careful attention. The instruction this year 
should take into account the finer points of letter- 
writing, such as courtesy of phraseology, both as to 
salutation and closing phrase and as to subject matter 
in the body of the letter. Models taken from the 
correspondence of persons of prominence may be 
studied with profit in this work. Dye's " Letters and 
Letter-Writing" will furnish abundant material for 
this purpose. As suggested in the preceding grade, 
a cooperative-grade letter may be addressed to the 
seventh grade of another school. All the forms of 
discourse should occasionally be put into letter form. 

2. Narration. The discussion of both oral and 
written narration in the preceding grade will give 
general directions for the work here. In this grade 
the emphasis should be placed on the written narra- 
tion of actual experiences and on the original story. 
The writing of several short original stories, either 
by individuals or by the class as a whole, will 
develop much interest and give a social motive to 
the work if the stories are to be used in the lower 
grades. Special ability in writing short original 
stories will probably be found in a few pupils in 
the class, and the teacher should try to develop this 
ability by giving such children special direction and 
frequent opportunity to practice along this line. 



184 LANGUAGE WOEK IN ELEMENTABY SCHOOLS 



3. Description. The directions given for oral de- 
scription may be used here. Special emphasis should 
be placed on form and on the logical arrangement 
of details. The work of illustrating the papers with 

pictures (drawn 
by the children) 
should be contin- 
. ued, and any chil- 
dren who show 
ability in cartoon- 
drawing should be 
given special en- 
couragement. 

4. Exposition. 
The directions for 
written exposition 
that were given 
in the preceding 
grade and for the 
oral work in this 
grade may be fol- 
lowed here. Occa- 
sionally a literary 
quotation or a 
poem may be as- 
signed for work in written interpretation. The writ- 
ten exposition allows the pupils more time to work 
out the line of thought involved in the subject. This 
is especially true when subjects that demand some 
degree of abstract reasoning are used. 




AN ILLUSTRATION OF A WRITTEN DESCRIP- 
TION, BY AN EIGHTH-GRADE BOY 



GKADE SEVEN 185 

5. Argument and Debate. After the work suggested 
in oral language the children should occasionally be 
asked to make outlines of the points made in the 
debate, and then to write a short composition de- 
fending either the affirmative or the negative side 
of the question. 

6. Verse-Writing. The work in verse-writing should 
produce some very good results in this grade. Chil- 
dren who show special talent in this direction should 
be led to study good models from our best poets and 
to practice often in composing verse. These attempts 
may not be handed in as a part of the regular work 
in composition, but the teacher should criticize them 
and should encourage the talented child to further 
effort. The work of teaching some of the simpler 
meters should be continued in this grade. 1 

7. Diary. In this grade the keeping of a diary will 
afford good training in the ability to express ideas 
in terse language. It will be found profitable, there- 
fore, to continue the work as directed* in the two pre- 
ceding grades. As before, the teacher should direct 
the work by inspecting the little book every two 
weeks. 

8. Preparation of Outlines. This work, which was 
begun on a very small scale in the preceding grade, 
should be emphasized here. Children of this grade 

1 "Language Games for all Grades," by A. G. Deming (Beckley- 
Carcly Co., Chicago, 40 cents), outlines for use in the seventh and 
eighth grades a game whose purpose is ff to create an appreciation of 
rime, rhythm, and the beauty of poetry." It might be found profitable 
to use this game here. 



186 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

may prepare, under the direction of the teacher, out- 
lines of the subject matter in lessons, of questions 
that are to be debated, or of subjects that are to be 
used in the regular composition work. In this way 
habits of logical thinking will be established, and 
the subject is sure to be more thoroughly treated. 
It also leads children to see the important points in 
a paragraph or in a subject. Suggestions for out- 
lining work have been made in the sections which 
treat of kinds of language in which it may profit- 
ably be employed. Full directions for this work 
were given in the preceding grade. 

Imitative Expression 

1. Dictation. The work of testing the children as 
to their knowledge of the various matters of impor- 
tance connected with punctuation, capitalization, etc. 
is very important and should be continued through- 
out the year. The method to be used has been fully 
outlined in preceding grades. At least two short exer- 
cises each week should be devoted to the work. All 
points outlined under Technical Matters in this and 
in former grades should be the basis of the tests. 

III. GENERAL WORK 

Use of Dictionary 

If the pupils are found unable to use the diction- 
ary properly, they should be given further drill along 
the lines suggested in the two preceding grades. 



GBADE SEVEN 187 

This is a very important matter, for it is one of the 
best means by which children may, without assistance, 
increase their usable vocabularies. 

Word Study 

The work outlined under this heading in the two 
preceding grades should be continued and enlarged 
upon here. Emphasis should be placed on the deri- 
vation of words, especially of such as are being used 
constantly in grammar, physiology, and arithmetic. 
Interesting new words met in the reading lessons 
may be used for this purpose. Make a study of 
six or eight words that are built on the Latin verb 
scribo (stems scrib and script), such as f scribe,' 'scrip- 
ture,' f subscribe ' ; or cluco (stems due and duct), such 
as ' produce,' abduction,' f conduct.' The children 
should be taught how to find the derivation of 
words in the dictionary. 

The work of studying common prefixes and suf- 
fixes should be continued in this grade. If all the 
prefixes and suffixes suggested for use in the pre- 
ceding grades have not been taught, they may be 
used as a basis for the work this year. Complete 
lists, from which abundant material may be drawn, 
are to be found in certain English grammars sug- 
gested in the general bibliography on page 255. The 
teacher may be guided as to what prefixes and 
suffixes she should teach by noticing those that 
appear most frequently in the words of the reading 
lessons. 



188 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

The study of homonyms, synonyms, and antonyms 
should be continued in connection with the reading 
and composition work. Lists may be found in many 
of the spelling books. Irregular verbs should continue 
to receive special attention in this grade. Some special 




MANUAL TRAINING WILL FURNISH MANY INTERESTING SUBJECTS 
FOR DESCRIPTION AND EXPOSITION 

notice should be given to the peculiarities of English 
spelling. This will lead to a discussion of reformed 
spelling and the reasons for it. 

It is not too early to teach the children in this 
grade something of the history of the English lan- 
guage in its chief periods of development. In this 
work the various elements of which its vocabulary 



GRADE SEVEN 189 

and sentence structure are composed will be learned. 
This work will serve chiefly as an introduction to 
more serious efforts along this line in the next grade. 



Technical Matters 

1. Capitals : proper adjectives ; important words in titles. 

2. Punctuation : 

a. Comma: to set off inverted expressions and inde- 

pendent words and phrases. 

b. Question mark : in parenthesis to express doubt, (?). 

c. Single quotation marks : to indicate a quotation within 

a quotation, Q. . .'). 
cl. Semicolon : before * as ' introducing an example. 

e. Parenthesis : for interpolated ideas. 

f. Dash : to set off explanatory statements. 

g. Caret : to indicate the unintentional omission of a 

word or phrase. 

3. Abbreviations : important ones met in any of the subjects 

of the year's work, such as <D.C. 7 , *M.D.', 'Ph.D.', 
<A.M.', <A.B.', c pro tern.', etc. 



English Grammar 

The year's work in grammar should consist of 
the analysis of short simple, complex, and com- 
pound sentences, and in the mastery of the chief 
facts concerning the parts of speech. Few definitions 
other than those which the pupils make for them- 
selves should be learned, and the textbook should 
serve merely as a guide to logical procedure. The 
children should, for the most part, either construct 
or find in books, papers, or elsewhere the sentences 



190 LANGUAGE WOKK IN ELEMENTARY SCHOOLS 

they analyze, as well as those illustrating the various 
facts studied in connection with the parts of speech. 
All matters of special difficulty should be postponed 
until the eighth grade. The discussions and illustra- 
tive sentences in the textbook should be used in 
establishing the facts that the teacher has led the 
pupils to work out for themselves. This plan will 
develop thought power and leave little place for 
simple memory work. These principles should be 
taught, for the most part, in the composition and 
literature classes; in fact, many teachers attempt 
to do the work entirely in this way. 1 

One or two recitations each week may be devoted 
to the grammar work, the other periods being spent 
in the other kinds of language work outlined for 
this grade. The following outline indicates the extent 
of the grammar study in this grade. 

A. Analysis of Sentences 

1. Form: simple, complex, compound. 

2. Use : declarative, interrogative, imperative. 

3. Chief elements of thought expression : 

a. Complex, or logical, subject; complex, or logical, 

predicate. 

b. Simple subject and adjective adjuncts (words, phrases, 

and clauses) ; simple predicate and adverbial adjuncts 
(words, phrases, and clauses). 

c. Clauses : principal, subordinate ; the latter as to their 

use, as substantive, adverbial, adjectival. 

1 For a good outline of the grammatical principles that should be taught 
grade by grade in connection with the composition work, see Chubb, The 
Teaching of English, pp. 225-232. 



GRADE SEVEN 191 

d. Phrases : substantive, adverbial, adjectival. 
4. Limit* use of diagram to assist analysis work only until 
pupils can see relations without it. 

B. Parts of Speech 

The work of the preceding years should be reviewed until the 
pupils are able to recognize all parts of speech and to explain 
their uses in sentences. No formal definitions are to be 
learned except those made by the children themselves. 
Special attention should be paid to the following points : 

1. Noun: case, irregular plurals, declension. 

2. Pronoun: case, person, relative and personal pronouns, 

declension. 

3. Verb : transitive and intransitive, object, complement, 

conjugation of ' to be/ and person. 

4. Adverb : conjunctive, in connection with complex sentence. 

5. Preposition : in connection with case of nouns and 

pronouns. 



GRADE EIGHT 

I. ORAL LANGUAGE WORK 

Original Expression. 

1. Recitation by Topics. 

2. Oral Reports and Talks from Outlines. 

3. Narration. 

4. Description. 

5. Exposition.. 

6. Argument and Debate. 

Imitative Expression. 

1. Memorizing Work. 

2. Dramatization. 

II. WRITTEN LANGUAGE WORK 

Original Expression. 

1. Letter- Writing. 

2. Narration. 

3. Description. 

4. Exposition. 

5. Argument and Debate. 

6. Yerse- Writing. 

7. Diary. 

8. Preparation of Outlines. 

Imitative Expression. 

1. Dictation. * 

III. GENERAL WORK 
Word Study. 
Technical Matters (including English Grammar). 

193 



PURPOSES AND AIMS 

Language work this year should emphasize originality 
and self-direction. Three definite purposes should always 
be kept in view in the direction of the work: (1) social 
communication with friends ; (2) assimilation of much use- 
ful knowledge needed in the world of business; (3) per- 
formance of the ordinary and necessary duties of citizenship. 
The work here will be largely of the same sort as that 
done in the seventh grade. New and more difficult sub- 
jects should, however, be chosen for the oral and written 
compositions, and the children should show a more intelli- 
gent self-direction in their language exercises. Greater 
accuracy and facility in the use of the mother tongue, 
and more logical and incisive thought, should become 
increasingly evident. The principles of English grammar 
should be emphasized in this year's composition work, but 
only so far as they apply to language practice, for there is 
no value in simply knowing rules. It may still be thought 
well to devote a small amount of time to the study of these 
principles, aside from the regular composition work. All 
the points outlined under Technical Matters, in all the 
grades below this one, should be reviewed thoroughly 
before the year is over. Oral reports, both before the 
class and before the school, should have a more important 
place here than in the preceding grade. In a word, the 
effort of the teacher this year should be to round out 
and complete the training for which the whole language 
course in the elementary school is intended. 

194 



GRADE EIGHT 

I. OEAL LANGUAGE WORK 
Original Expression 

1. Recitation by Topics. Here, more than in any 
of the preceding grades, reciting by topics is an effec- 
tive language exercise. This is due to the fact that it 
demands a discrimination between the essential and 
the nonessential in choosing from the discussion of 
the topic in the lesson the ideas to which expression 
is to be given. No pupil has achieved the develop- 
ment expected from the previous seven years' study 
in language if he cannot do this work satisfactorily. 
It may be used this year in history, geography, 
physiology, reading, nature study, etc. 

2. Observation Reports and Talks- from Outlines. 
Greater emphasis should be placed this year on talks 
on books, magazine and newspaper articles, observa- 
tion, and general matters. After reading a book or 
a magazine article the child should be able to give, in 
concise, logical statements, the thought it contains 
and to appreciate and criticize the style of the writer. 
Little digressions to discuss characters and scenes 
may be allowed, but care should be taken to preserve 
the unity of the original. Finished language and an 
easy delivery should characterize these attempts if 

195 



196 LANGUAGE WORK IN ELEMENTAEY SCHOOLS 

the child has reached the standard to be expected at 
this time. These reports should occasionally be made 
before the whole school, not only for the benefit of 
the child but for the purpose of giving the school 
valuable information. This work may be done at the 
opening exercises of the day. Many valuable facts in 




THE LIVE TEACHER WILL USE IN LANGUAGE WORK INFORMATION 
OBTAINED AT PUBLIC HEALTH EXHIBITS 

nature study, agriculture, home economics and sani- 
tation, personal hygiene, public and private morals, 
etc., may be taught in this way. Increased emphasis 
should now be placed on the making of outlines from 
which to speak. Further suggestions for this work 
are found in the two preceding grades. The follow- 
ing books are suggested for review and report work : 



GKADE EIGHT 197 

Scott, Walter : The Lady of the Lake ; Ivanhoe ; The 
Talisman. 

Cooper, J. F. : Deerslayer. 

Goldsmith, Oliver : Vicar of Wakefield. 

Dickens, Charles : A Tale of Two Cities. 

Shakespeare, William : The Merchant of Venice. 

Eliot, George : Silas Marner. 

Vergil : iEneid (translated by T. C. Williams). 

Homer : Odyssey (translated by George H. Palmer). 

Morse, J. T. : Abraham Lincoln. 

Lawler, T. B. : Story of Columbus and Magellan. 

See list in two preceding grades. 

3. Narration. The story work in this grade should 
be correlated with history, literature, and reading. 
Some long stories that have been read at home or 
at school may be repeated to the class, as suggested 
in the preceding paragraph. The historical novel 
may be given a place here, as well as such stories 
as the Iliad and the iEneid. Much emphasis should 
also be placed on the telling of original stories and 
actual experiences. Some social motive should be 
given to the work wherever possible. For example, 
let a member of the class read a story and repeat it 
to a class in the primary grades for their pleasure or 
use. The directions for this work in the preceding 
grade will be helpful here. 

4. Description. The work of the preceding grade 
should now be continued and extended. More logical 
arrangement of details should be expected and de- 
manded, and the language used should enable the 
hearer to get a much clearer picture of the thing 



198 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

described. Good descriptions from literature should 
be frequently read by the pupils. Attention should 
be called to figures of speech often used in this type 
of composition, in order that the children may un- 
consciously use in their own descriptions those that 
are most effective. Special attention should be given 




HOW TO SET A TABLE FOR A BANQUET — CORRELATION OF 
LANGUAGE AND DOMESTIC SCIENCE 

to the description of pictures in both poetry and 
prose. Good pictures are always useful material for 
this work. The work outlined in the preceding 
grade offers many suggestions that may be used in 
this grade. 

5. Exposition. Exposition is the most difficult 
form of discourse, and for this reason it is more 
important here than in any of the lower grades. 



GKADE EIGHT 199 

Abstract subjects dealing with moral and civic duties 
may be introduced here and seriously handled. Sub- 
jects having to do with various processes of farm 
activities or business life, such as the preparation of 
a seed bed, the cultivation of corn, how to apply for 
a position, etc., are especially good here. This work 
should lead to much reading in reference books and 
to serious investigation out of school hours, which 
will tend to produce independence and self-direction 
in acquiring knowledge. Outlines of the matter to 
be presented orally to the class, or to the school as 
a whole, should always be prepared before the recita- 
tion. Much of this work should be presented before 
the literary society which is often found in schools, 
especially in rural schools. Some suggestions for this 
work were made in the paragraph on exposition in 
the preceding grade. 

6. Argument and Debate. As was suggested in 
the preceding grade, talks on the affirmative and 
negative sides of a subject should be given from 
time to time before the class. The work this year 
will be much more mature, and it should give evi- 
dence of deeper insight into matters connected with 
the subjects used. A regular debate on some subject 
of general interest may be held between two mem- 
bers of the class. This is good practice for the real 
work of the debating society, which every school 
should maintain. Outlines of the argument should 
always be prepared before presentation. Impromptu 
debates should frequently be held, in order to develop 



200 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

quickness in thought and the ability to think and to 
express thought without preparation and under fire. 
Much emphasis should be placed on this work. 

Imitative Expression 

1. Memorizing Work. The work of the preceding 
grades should be continued here. In addition to the 
memorizing of new selections this year, the teacher 
should give the children opportunity to review and 
repeat many of those learned in the grades below. 
The child should be sent on into the high school or 
into active life with his mind well stored with the 
great thoughts of the present and of the past. The 
amount of new matter to be memorized should be 
about six poems, twelve memory gems, one or more 
psalms, and three or four prose selections of suitable 
length. 

Suitable poems and memory gems are given in 
Appendix B. The following selection of poems and 
prose is given, that the teacher may have a wider 
range of choice : 

Poems 

Riley, J. W. : The Name of Old Glory ; Love's Prayer. 

Bryant, W. C. : Thanatopsis. 

Byron, Lord : The Ocean (Cliilde Harold's Pilgrimage, 
Canto IV, clxxix-clxxxiv). 

Lanier, Sidney : The Marshes of Glynn. 

Longfellow, H. W. : The Building of the Ship ; The 
Rainy Lay. 

Lowell, J. E. : Ode to Freedom ; The Singing Leaves ; 
The Present Crisis. 



GBADE EIGHT 201 

Tennyson, Alfred : Crossing the Bar ; In Memoriam 
(selections). 

Poe, E. A. : The Eaven ; The Bells. 

Finch, E. M. : The Blue and the Gray. 

Browning, Eobert : Pheidippides. 

Taylor, Bayard : The Song of the Camp. 

Whitman, Walt : Captain ! My Captain ! 

Howe, Julia Ward : The Battle Hymn of the Eepnblic. 

Wordsworth : Hart-leap Well ; The Bainbow (" My Heart 
Leaps Up"). 

Van Dyke, Henry : The Angler's Eeveille. 

Prose 

Bible: Sermon on the Mount; Paul's Speech before 
Agrippa; Psalms cxii, cxxxviii. 

Burke, Edmund : On Taxing the Colonies (selections). 
Bright, John : Britain and America. 
Hay, John : Eulogy on William McKinley. 
Ingersoll, Eobert : Speech at the Grave of his Brother. 
Clay, Henry : Earewell Address to the Senate. 

2. Dramatization. The work of the previous grade 
should be continued, with a proper increase in de- 
mands as to originality and histrionic ability. The 
material for the plays should be drawn largely from 
the work in history, geography, and literature. 
Eighth-grade children should be able to arrange and 
present a play with only a little help from the teacher. 
The girls should make the costumes, and the stage 
should be prepared and the scenery secured by the 
boys. This will be an excellent correlation of dramatic 
work and industrial activities. As suggested in the 
preceding grade, one or two good plays should be 



202 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

seriously studied by the children as a preparation for 
this work. Children who show special ability in the 
writing of plays should receive encouragement and 
direction from the teacher. The reading of selections 
from dramatic readers is helpful in securing natural 
expression, and this work, which was begun in pre- 
ceding grades, should be continued here. At least 
one original play should be the result of the combined 
efforts of the class during the year. In addition, two 
adapted plays should be brought to a finished form, 
and opportunity for a public presentation of one or 
two of these should be given during the year. 

II. WRITTEN LANGUAGE WORK 

Original Expression 

Little need be added here to what has been said 
about the written composition work in the preceding 
grade. If the work of the preceding grades has been 
thoroughly done, ease and accuracy in the expression 
of thought, and ability to handle correctly all the 
ordinary matters connected with the technique or 
mechanics of written language, should be evidenced 
before the close of the year. The careful analysis of 
selections from the works of our best writers should 
be continued with increased emphasis. Students in 
this grade should be able to correct each other's com- 
positions, in order that the work of marking errors 
may require little of the teacher's time, and that she 
may have more opportunity for helpful, constructive 



GRADE EIGHT 



203 



Training School News 



Vol. I. 



BOWLING GREEN, KY., MAY 8, 1914 



No. 5 



"A TEIP TO LOUISVILLE. 



Last Thursday morning Marjorie, Mar- 
garet and Jennie Vee were forced to get 
up earlier than usual to catch the five- 
fifty train to Louisville. They arrived 
there about 9 a. m., and took a car up to 
the " Seelbach Hotel " to engage a suite 
of rooms, than which they found noth- 
ing " suiter." While in the city they 
attended all the K. E. A. meetings ex- 
cept two. Also they went to several of 
the theatres. On a shopping tour to the 
"Ten Cent Store," Margaret got lost. 
She became so fascinated by the beauti- 
ful articles around her that she became 
separated from the others. They grew 
very uneasy and notified the policeman 
about her. About five o'clock that after- 
noon a policeman entered the hotel 
dragging the weeping Margaret at his 
heels. 

They decided one morning to race 
down the stairs and Marjorie, regardless 
of the fact that she was in the Seelbach 
Hotel, won the race by sliding down the 
banisters. 

Away from Miss Graves' eagle eye the 
girls made many grammatical mistakes, 
such as : 

" I ketched it." — Marjorie. 

" I have rode up in the elevator all 
day." — Margaret. 



CURRENT EVENTS. 



Villa declares he does not want to be 
president. He fights only to give free- 
dom to Mexico. 

Officers of Huerta's army plan to over- 
throw the dictator and loot the capital. 

Carranza's refusal to participate in 



mediation will not end the attempt to 
restore peace in Mexico. 

Villa is said to be Wilson's choice for 
President. Senator Lippitt introduced 
a resolution asking the President for 
verification of the report that he favors 
Villa for President of Mexico. 

Wm. Claypool. 



SPORTING NEWS. 



Last Saturday the Training School and 
Ogden baseball teams met again for the 
honors, each side having won one victory 
over the other. When the umpire called 
"play ball," the faces of all the players 
wore a determined look. Ogden took 
first bat and secured four runs that 
inning. Then it was the Training 
School's time to bat but they had little 
success. The second time the Training 
School came to bat it looked bad for 
them, the score being 1 to 11, but when 
that inning was over the score was 12 to 
11 in favor of the Training School. The 
Training School changed pitchers but it 
was useless for Ogden secured five runs. 
In the last innings each side scored one 
or two runs each inning, and when the 
game was over, the score was 24 to 20 in 
favor of Ogden. Batteries for Ogden, 
Love and Grimsley ; for Training School, 
Hinton and Larmon. J. G. 



A POEM. 



" A trip to Louisville was took, 
And when the train went over a brook, 
Marjorie raised up and tried to hook, 
The conductor's note book." 

— Jennie Vee. 



SCHOOL PAPER MAINTAINED BY A SCHOOL OF THREE 
HUNDRED PUPILS 



204 LANGUAGE WOEK IN ELEMENTABY SCHOOLS 

criticism. Impromptu composition with, a time limit 
should often be required. Compositions that contain 
many errors and are carelessly written should be 
rewritten. Full directions as to the proper conduct 
of the written work are given in the discussion of 
the subject in the preceding grade. 

Where a school paper is maintained, eighth-grade 
children should be allowed to submit to it their written 
compositions. This will furnish a strong incentive 
for the work. If the high school has a paper, the 
eighth-grade teacher should strive to bring the work 
of her children to such a standard that some of it 
will be accepted by this paper. 

The following are the suggested forms of discourse 
for this year's written composition work. In this 
grade the teacher may use, as a preparation for 
the high school, such technical terms as c exposition,' 
1 unity,' etc. in directing the work. 

1. Letter -Writing. The work of this year should 
round out and complete the pupil's acquaintance with 
all ordinary kinds of letters, and it should be made 
very practical. To this end much practice in writing 
various kinds of business letters should be given. 
Good models of all kinds of letters may be studied 
with profit. The teacher should ask the children to 
allow her to criticize some of their real letters, in 
order that the knowledge gained in school work may 
be correctly applied in outside life. The children 
should be taught to remember that in social let- 
ters the smallest details are appropriate, but that in 



GBADE EIGHT 205 

business letters statements should be short and to 
the point. A cooperative-grade letter, which was sug- 
gested in the three preceding grades, may be sent to 
the eighth grade of another school. In some schools 
much interest and profit have been derived from 
having a little make-believe post office in the school- 
room. The teacher should strive to make each child 
who leaves this grade an adept in writing neat and 
correct letters, for a letter is the evidence by which 
the receiver judges the writer's education and culture. 

2. Narration. The directions given for this work 
in the preceding grade may be followed equally well 
here. Emphasis should be placed on the writing 
of short stories and of personal experiences. A good 
preparation for the work is the criticism, as to plot, 
dialogue, climax, setting, interest, etc., of stories 
from the pens of masters such as Irving, Haw- 
thorne, 0. Henry, Bret Harte, and others. Supple- 
mentary and regular readers will furnish suitable 
material for this purpose. The story work in the 
eight grades should discover in every school a few 
pupils who may later be able to write short stories 
of merit, and such talent should be encouraged and 
directed by the teacher. A motive should be given 
to the work whenever possible. 

3. Description. The work of the preceding grades 
will be continued here. Children in this grade are 
better prepared than are those in the seventh grade 
to study good models of description, many of which 
are found in George Eliot's " Mill on the Floss," 



206 LANGUAGE WOBK IN ELEMENTABY SCHOOLS 



Irving's " Legend of Sleepy Hollow," Tennyson's 
" Enoch Arden," etc. The chief points of excellence in 
a description are logical arrangement of details in pass- 
ing from wholes to parts, vividness, and preservation 

of a constant point 
of view. The writ- 
ten composition 
should be illus- 
trated by original 
drawings when- 
ever possible. 

4. Exposition. 
The discussions of 
exposition in the 
preceding grade 
and of oral ex- 
position in this 
grade will give 
directions for the 
work here. The 
oral work may 
lead to the writ- 
ing of essays on 
subjects already 
outlined for talks. 
Similar essays may follow extended observations, 
investigations, and reading. Interpretation of short 
poems, memory gems, or prose selections should also 
form a part of the work. Exposition is difficult, and 
the teacher should not expect too much of her pupils. 




DRAWING MADE BY AN EIGHTH-GRADE 

GIRL TO ILLUSTRATE HER OWN WRITTEN 

DESCRIPTION 



GKADE EIGHT 207 

5. Argument and Debate. The chief emphasis in 
this work is to be placed on the oral work. It may be 
well, however, to have pupils occasionally write out 
in full the argument on one side of a question. This 
written composition may be memorized and given as 
a part of a regular debate before the class or in the 
literary society if one is maintained. Special empha- 
sis should be placed on the preparation of outlines 
of subjects for debate. 

6. Verse-Writing . This work should be encouraged 
and directed as indicated in preceding grades. Pupils 
who show special ability along this line should be 
given individual help and encouragement. Much 
memorizing and study of poetry in all the lower 
grades may reveal in some pupils a decided talent 
for writing verse. 

7. Diary. As suggested in the three preceding 
grades, the teacher may with great profit to the 
children direct the keeping of a diary by each child. 
Directions for the work are given in -those grades. 

8. Preparation of Outlines. In all the forms of 
discourse an outline of the line of thought to be fol- 
lowed may profitably be prepared before the actual 
work of composition is begun. This exercise was sug- 
gested in the two preceding grades, but it is more 
important and profitable here. It is hardly possible to 
get logical compositions in any other way. The work 
may be enlarged to embrace outlines and summaries 
of the matter in history, geography, and reading 
lessons, or in magazine and newspaper articles. 




>» 

r? 



03 £ 



§ 3 






ol A" - V 



208 



GRADE EIGHT 209 

Imitative Expression 

1. Dictation. The dictation exercises this year 
should test the child's knowledge of all matters touch- 
ing the mechanics of written language that have 
been learned in the first seven years. The method of 
conducting the work has been outlined in preceding 
grades. At least two exercises each week should be 
devoted to the work. 

III. GENERAL WORK 

Word Study 

All the various kinds of word-study work that 
were outlined in the preceding grade, including deri- 
vations, prefixes and suffixes, synonyms, homonyms, 
etc., should be continued here. The study of deriva- 
tions and word-building from the standpoint of roots 
and prefixes should be especially emphasized. All 
the words built on two or three .roots, with the 
various prefixes with which they are combined, 
should be found in the dictionary and arranged 
alphabetically. For example, on the two stems of 
mitto, " to send" (mitt and miss), no less than three 
hundred English words are built, as ad-m^, ad- 
miss-ion, com-mit, com-miss-ion. In the same way 
mov and mot, from moveo, " to move," and pon and 
pos, from pono, "to place," may be used. Again, all 
of the words beginning with certain prefixes may be 
found in the dictionary and tabulated. Many common 



210 LANGUAGE WORK IN ELEMENTARY SCHOOLS 



prefixes are given under Word Study in the fifth, and 
sixth grades. The derivation of difficult words found 
in the work of the grade, such as ' preposition/ ' con- 
junction/ 'submarine/ 'citizen/ 'tradition/ and 'post- 
pone/ may occasionally be worked out with the aid 
of a dictionary. 
In the language 
work of this 
grade the study 




THE CHILDREN MAY MAKE CRUDE, HUMOROUS DRAWINGS TO ILLUS- 
TRATE THEIR NARRATIONS AND DESCRIPTIONS 

of synonyms is especially useful in assisting the child 
to make a proper choice of words. The work of ac- 
quainting the children with something of the history 
of the English language — a subject which was intro- 
duced in the preceding grade — should be continued 
and emphasized here. 



GBADE EIGHT 211 

Technical Mattebs 

During this year the teacher should test the pupils 
carefully and thoroughly as to their knowledge of all 
matters connected with punctuation, capitalization, 
form, etc. that have been outlined from grade to grade 
under the heading of Technical Matters. This test- 
ing will be done in dictation exercises, in composi- 
tion work, and wherever an opportunity occurs. 

English Grammar 

This year's work in grammar should continue and 
enlarge upon that of last year. Complete analysis 
of sentences gradually increasing in difficulty, and 
the mastery of all useful matters connected with 
parts of speech, should be the chief work of the year. 
As in the preceding grade, sentences taken from the 
composition work should furnish a large part of the 
material for both kinds of study. It may be consid- 
ered a good plan to have the children keep, in a 
small notebook, sentences, taken from books, maga- 
zines, newspapers, etc., that illustrate various usages 
and principles discussed in the class. In order that 
principle and practice may be brought closer together, 
the children should be asked to observe their own lan- 
guage and that of others, to note the errors made. 
These errors, together with the correction in each case, 
should be written down and handed in to the teacher. 1 

1 Teachers of language will get much practical help from a bulletin 
issued recently by the University of Missouri (Columbia, Missouri), 
Vol. 16, No. 2, entitled "A Course of Study in Grammar based upon 
the Grammatical Errors of School Children of Kansas City, Missouri." 



212 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

The teacher should always remember that the pur- 
pose of studying grammar is to develop the ability 
to speak and write the mother tongue correctly, 
to think accurately and incisively, and to interpret 
thought expressed in words. These results cannot be 
achieved by the old method of memorizing defini- 
tions and categories, by diagramming, and by parsing 
ad nauseam. For this reason the textbook should be 
used simply as a guide to logical procedure. 

As in the preceding grade, one or two recitations 
each week may be devoted entirely to the grammar 
work. The present-day tendency, however, is to dis- 
card the formal teaching of grammar. It may be 
thought best, therefore, to teach these principles 
largely in connection with the composition work and 
the study of literature. The teachers in the Kansas 
City schools have prepared what is perhaps the 
sanest course in English grammar yet worked out. 
Outlines of this course may be obtained from the 
Superintendent of Schools, Kansas City, Missouri. 
The following outline is suggested for the year's 
work in grammar : 

A. Analysis of Sentences 

1. Thorough, review of simplified analysis of seventh 

grade. 

2. Complete analysis of sentences, separating phrases and 

clauses into their elements. 

3. Careful study of subordinate clauses as to office — sub- 

stantive, adjectival, adverbial ; conjunctive words. 

4. Similar study of phrases. 

5. Continue limited use of diagram. 



GRADE EIGHT 213 

B. Parts of Speech 

Thorough review of work of preceding grade. Teach all sub- 
divisions and inflections. Omit the ultratechnical and the 
useless categories. 

1. Noun: 

a. Classes : proper, common, collective, abstract. 

b. Properties : case, gender, number. 

2. Pronoun : 

a. Classes : personal, relative, interrogative, demonstra- 

tive. 

b. Properties : case, gender, number, person. 

c. Special : restrictive and explanatory relatives ; relative 

and interrogative * who ' and * what ? ; uses of * it ' ; 
intensive and reflexive uses of personal pronoun. 

3. Adjective: 

a. Classes : descriptive and definitive, with subdivisions. 
6. Comparison : ways of forming comparatives; adjec- 
tives incapable of comparison. 

4. Verb : 

a. Classes according to use : transitive, intransitive ; 

attributive, copulative. 

b. Classes according to form : regular, irregular. 

c. Properties : 

(1) Mood: indicative, subjunctive, "imperative. 

(2) Tense : the six tenses. 

(3) Voice : active, passive. 

(4) Person : show that the verb has almost lost this 

property, in form if not in thought. 

(5) Number : same as in (4). 

d. Modified forms : infinitives, participles ; show double 

use. 

e. Conjugation : teach entire conjugation by having pupils 

construct all forms of the verb. Give no time to 
formal repetition. 



214 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

/. Auxiliaries : teach meaning and use, especially of 
' shall/ * will/ * can/ c may 7 ; those that may be 
regular verbs also. 

5. Adverb : 

a. Classes : time, cause, manner, place, degree, conjunctive. 

b. Comparison : ways of forming comparatives ; adverbs 

capable of comparison. 

6. Conjunction : 

a. Coordinate and subordinate : classes of each ; classify 
coordinate conjunctions according to kind of clause 
introduced. 



LANGUAGE WORK IN RURAL SCHOOLS 



LANGUAGE WORK IN RURAL SCHOOLS 

The preceding pages of this book outline the lan- 
guage work of the eight grades as it should be done 
in all graded schools, whether rural or city. There 
are certain problems, however, that are peculiar to 
the rural school, where each teacher instructs from 
two to eight grades. In view of this fact, it may be 
well to offer some suggestions to the rural teacher, 
in order that she may be able to adapt the work of 
the preceding pages to her needs. 

Language work in rural schools should not be dif- 
ferent from that of city and town schools. It is true, 
however, that shorter terms and recitation periods 
make it difficult to cover the same amount of ground 
and to keep the same standard. .The out-of-door 
world offers to the rural school a wealth of subjects 
for language exercises ; this should give the work a 
freshness that is hardly possible in the city school. 
In the rural school the term is being gradually 
lengthened, and at no distant day the country child 
may be able to go to school as long each year as 
his city cousin, but the length of class recitation 
periods will not be increased materially so long as 
each teacher is forced to instruct from two to eight 
grades. 

217 



218 LANGUAGE WOEK IN ELEMENTABY SCHOOLS 

Therefore the chief difficulty in language work, as 
well as in all other subjects in rural schools, is the 
short recitation period, which is caused by the neces- 
sarily large number of classes for each teacher. A 
partial solution of this problem is to combine classes 
by alternating the work of the grades most nearly 
of the same advancement. The following outlines, 
giving the number of language classes and the prob- 
able amount of time for each, in the several kinds 
of rural schools, are offered as a possible solution of 
the problem. 

One-Teacher School 

In the one-teacher school of eight grades the best 
scheme of alternation yet offered places from twenty 
to twenty-two classes on the daily program of recita- 
tions. This gives an average of from fifteen to 
eighteen minutes for each recitation. In the lan- 
guage work only four classes are usually possible 
each day, as follows : 

First Class. First and second grades combined. 
Eighteen to twenty minutes. This time will have to 
be divided between the two grades during the first 
month perhaps, or until the first-grade children are 
able to take up the work with those in the second 
grade. After about one month the two grades can 
easily recite together in conversation exercises, in 
story-telling, in dramatization, and, for the most 
part, in memorizing. Very little written work will 
be attempted with the first-grade children until the 



BUKAL SCHOOLS 



219 



latter part of the year. Written work in the second 
grade will therefore have to be done separately. 
Copying work and seat work with letter cards may 
be carried on with the two grades working together. 
Second Class. Third and fourth grades combined. 
Fifteen to eighteen minutes. Grade Three in odd 
years and Grade Four in even years. With judicious 




RETURN TO THE FARM 
(After Troyon) 

Pictures of rural life afford interesting subjects for rural-school 
language work 

adjustment the work of these two years may be alter- 
nated in all kinds of language work. For example, 
if in an even year the fourth year's work is to be 
offered to children some of whom are coming from the 
second year's work and some from the third year's 
work, the requirements may be reduced somewhat 



220 LANGUAGE WOBK IN ELEMENTAKY SCHOOLS 

for the benefit of those coming from the second 
grade. No loss of interest and development will be 
occasioned in this way by some repetition of third- 
year work if new material in the way of stories, 
poems, and composition subjects is nsed. Verse- 
writing, dictionary work, argument, etc., which are 
suggested for introduction in the fourth year, should 
be left over to the latter part of the year, or per- 
haps it would be better to postpone them until the 
next year. Likewise, when third-grade work is offered 
in its turn, and children are now to come into the 
class from the second grade and from the reduced 
fourth grade of the preceding year, a repetition of 
the various kinds of work done by the advanced 
children will be found satisfactory if new material 
is used. This same general plan will hold good in 
the following classes : 

Third Class. Fifth and sixth grades combined. 
Eighteen to twenty minutes. The work of these 
two grades may be alternated as suggested for the 
preceding class, the fifth-grade work being offered 
in odd years and the sixth in even years. 

Fourth Class. Seventh and eighth grades com- 
bined. Twenty to twenty-two minutes. The work 
of these two grades may be alternated as suggested 
for the third and fourth grades above, the seventh- 
grade work being offered in odd years and the 
eighth in even years. 



EUEAL SCHOOLS 221 

Two-Teacher School 

First Teacher, Grades One to Four 

First Class. First grade. Fifteen to eighteen min- 
utes. Regular work outlined for first grade in the 
section on Language Work by Grades. 

Second Class. Second grade. Fifteen to eighteen 
minutes. Regular work outlined for second grade in 
the section on Language Work by Grades. 

Third Class. Third and fourth grades combined. 
Eighteen to twenty minutes. The work of the two 
grades may be alternated as suggested for Second 
Class in the one-teacher school. The teacher should 
not adopt the scheme of alternation, however, unless 
the schedule of classes is crowded and unless the 
classes are small. 

Second Teacher, Grades Five to Fight 

First Class. Fifth grade. Eighteen to twenty 
minutes. Regular work outlined for fifth grade in 
the section on Language Work by Grades. 

Second Class. Sixth grade. Eighteen to twenty 
minutes. Regular work outlined for sixth grade in 
the section on Language Work by Grades. 

Third Class. Seventh and eighth grades combined. 
Alternation is suggested here rather than with the 
fifth and sixth grades, because the pupils are fewer 
in number and the work of the two grades is more 
nearly alike. See suggestion for Fourth Class in the 
one-teacher school. 



222 LANGUAGE WOKK IN ELEMEOTABY SCHOOLS 

Three-Teacher School 
First Teacher, Grades One to Three 

First Class. First grade. Fifteen to eighteen 
minutes. Regular work outlined for first grade in 
the section on Language Work by Grades. 



■.•■-: 




It 


" ,J ^ 


1 WW II 

* ii « is 


■;. 


* 3 


*? HE* 

; 

la-Si 1 


_,.** fir;-. 


i 




«* 




PFff ^R.4 


~^&z 



COUNTY SCHOOL FAIRS FURNISH LIVE TOPICS FOR NARRATION 
AND DESCRIPTION 

Second Class. Second grade. Fifteen to eighteen 
minutes. Regular work outlined for second grade in 
the section on Language Work by Grades. 

Third Class. Third grade. Eighteen to twenty 
minutes. Regular work outlined for third grade in 
the section on Language Work by Grades. Much 
time may be saved by combining the work of the 
second and third grades in story-telling, dramatiza- 
tion, memorizing, etc. 



EURAL SCHOOLS 223 

Second Teacher, Grades Four to Six 

First Class. Fourth, grade. Eighteen to twenty 
minutes. Regular work outlined for fourth, grade in 
the section on Language Work by Grades. 

Second Class. Fifth grade. Eighteen to twenty 
minutes. Regular work outlined for fifth grade in 
the section on Language Work by Grades. 

Third Class. Sixth grade. Eighteen to twenty 
minutes. Regular work outlined for sixth grade in 
the section on Language Work by Grades. Much 
time may be saved by combining the work of the 
fourth and fifth, and of the fifth and sixth, grades, 
particularly in observation reports, story-telling, dram- 
atization, memorizing, argument, and dictation; in 
fact, in most schools alternation may be effected in 
this way in all kinds of language work and this 
will lengthen the recitation periods. 

Third Teacher, Grades Seven and Eight, with perhaps Some 
High-School Work 

First Class. Seventh grade. Twenty to twenty-two 
minutes. Regular work outlined for seventh grade 
in the section on Language Work by Grades. 

Second Class. Eighth grade. Twenty to twenty- 
two minutes. Regular work outlined for eighth grade 
in the section on Language Work by Grades. It would 
be well, especially if the classes are small, to combine 
much of the work in the seventh and eighth grades, as 
suggested in the third class of the preceding teacher. 



224 LANGUAGE WOEK IN ELEMENTABY SCHOOLS 

Four-Teacher School 

In the f oar-teacher rural school each teacher will 
probably have two grades to instruct. This will make 
it possible for each grade to have its language recita- 
tion of from fifteen to twenty minutes each day. The 
work of different grades may often be profitably 
combined, as suggested in the work of the three- 
teacher school above. 

General Direction and Subject Matter 

A fundamental duty of the rural school is, in addi- 
tion to giving instruction in reading, history, arith- 
metic, geography, etc., to train the child for the life 
he is to live, to develop in him a reverent appreci- 
ation of nature, and to instruct him in agriculture, 
home-making, etc. Language work in the rural 
school, therefore, should develop thought, encourage 
observation and investigation, and lead to correct 
and intelligent expression about rural activities, not, 
however, to the complete exclusion of matters con- 
nected with the life of the great outside world. 

No subject in the public-school curriculum lends 
itself so readily and effectively to the scheme of cor- 
relating practical instruction in nature and farm-life 
subjects with the regular branches of study as does 
language work. Every child in the rural school has 
his language lesson every day throughout the eight 
years of his public-school life. Subjects for these 
language lessons must be chosen by the teacher, and 



EUEAL SCHOOLS 



225 



they should, for the most part, be closely related to 
the child's life and interests if the work is to be 
interesting and profitable. 

Nowhere can better or more attractive subjects be 
found than in the realms of nature study and agri- 
culture. Subjects chosen from the woods and fields 
are interesting because they are a part of the child's 




AN OPPORTUNITY TO CORRELATE LANGUAGE AND AGRICULTURE 

everyday life. In talking and writing about attri- 
butes, relations, and activities of objects in the world 
about him, such as birds, insects, plants, etc., the 
child, besides gaining valuable information, is adding 
to his language equipment not words that are mean- 
ingless, but words that are really " signs of ideas." 

Many of the new activities introduced into rural 
life in connection with agriculture and the home- 
making arts offer an abundance of material for lan- 
guage work. Boys' corn clubs and girls' canning 
clubs afford many desirable subjects for narration, 



226 LANGUAGE WOEK IN ELEMENTABY SCHOOLS 

description, and exposition. School gardens and experi- 
mental plots, as well as experiments in bread-baking, 
the cooking of meat, etc., also furnish valuable 
material for language lessons. The poems and gems 
which are memorized should, in the majority of cases, 




BOYS' CORN CLUBS OFFER MANY INTERESTING SUBJECTS FOR 
ORAL AND WRITTEN LANGUAGE WORK 



touch nature and farm-life activities, while subjects 
for argument in the language recitation and for debate 
in the literary society should be taken largely from 
the same source. The school library should contain as 
many of the farmers' bulletins on practical farm-life 
subjects (issued by the United States Department of 
Agriculture) as may be useful to teacher and pupils 



BUBAL SCHOOLS 227 

in their research work. It should also contain some 
good works on agriculture, nature study, and domestic 
science. 

The various kinds of language work outlined grade 
by grade in the earlier part of this book are as prac- 
tical for use in the rural school as in city and town 
schools. The only difference between the work done 
in the two lands of schools ought to be that in the 
choice of subjects for composition work the rural- 
school teacher should give the most prominent place 
to the rural-life subjects suggested in the outlines 
which follow this paragraph. She ought not to for- 
get, however, that the country child should frequently 
talk and write about the affairs and facts of life in 
the city, on the sea, in foreign lands, etc. The fol- 
lowing paragraphs are intended to be used in connec- 
tion with the outlines of language work by grades, 
given earlier in this book. They are written to give 
some guidance and help to the teacher who desires to 
give her language work a more distinctly rural flavor. 

1. Conversation Exercises. As has been shown, 
simple conversation should be resorted to as a neces- 
sary means of developing thought and language power 
in the earlier grades. For subjects in this work rural 
life affords abundant material. The following outline 
is simply suggestive : 

a. Plant life: corn, cotton, wheat, tobacco, potatoes, oats, 
and all the products of field and garden ; flowers, weeds, 
and shrubbery, both wild and domestic ; trees, both wild and 
^domestic, shade and orchard. 



228 LANGUAGE WORK IN ELEMENTARY SCHOOLS 



b. Animal life: cow, horse, sheep, dog, rabbit, squirrel, 
and all others, both wild and domestic; birds, domestic and 
wild, such as bluebird, bluejay, chicken, turkey, hawk, etc.; 
insects, useful and destructive, such as the cutworm, moth, 
house ant, wasp, fly, mosquito, etc. 

c. General : pets, playthings, home activities, holidays, the 
mail carrier ; the seasons ; clouds, snow, frost, hail ; food, cloth- 
ing, and questions of 
morals, manners, and 
personal hygiene. 

Pictures of ani- 
mals and of farm 
life may be used as 
a basis for these 
exercises. The list 
on the opposite 
page includes the 
names of many 
well-known pic- 
tures which make 
excellent subjects 
for conversations. 
2. Narration. Personal experiences and stories 
should be told by the children in all grades. In 
the rural school these experiences will be associated 
largely with life on the farm and in the woods. It 
may be a fishing or hunting trip; an afternoon in 
the woods ; watching a mother bird build a nest or 
feed her young; a successful experience in making 
bread, or gardening, or raising chickens. Boys' corn 
clubs, girls' canning clubs, and work in caring for 




THE COUNTRY OFFERS BEAUTIFUL SUB- 
JECTS FOR DESCRIPTION 



KUBAL SCHOOLS 229 

experimental garden plots will afford many interest- 
ing subjects for narration. 

3. Description. This work should be done in all 
the grades, as outlined in the section on Language 
Work by Grades. The following outline suggests the 
kind of subjects that should be given a prominent 
place in rural-school language work : 

a. Agriculture: scenes of field, orchard, pasture, garden, and 
barnyard (such as salting sheep), the orchard in full bloom ; do- 
mestic animals under various conditions, such as eating, drink- 
ing, in harness, at play, etc. ; plants at various stages of growth ; 
school gardens, farm implements, hotbeds, cold frames, etc. 

b. Nature study : wild and domestic animals ; shrubbery ; 
weeds ; all trees in community ; forest and river scenes ; land- 
scape from home, schoolhouse, and elsewhere ; moon, sun, stars, 
sunset, sunrise, moonlight scenes, snow, rain, and storms. 

Pictures of rural life may be effectively used in 
this work. The following, which may be purchased 
from any school-supply house, are suggested for use : 

Grades One, Two, and Three 

Millet, J. F. : Feeding her Birds ; The Churning ; Shep- 
herdess Knitting; The Gleaners. 

Adam, Jean : The Cat Family. 

Bonheur, Rosa s Ploughing ; Flock of Sheep ; The Horse 
Fair ; Family Cares. 

Murillo, B. E. : The Melon-Eaters. 

Dagnan-Bouveret, P. A. : At the Watering-Trough. 

Landseer, Edwin : Shoeing the Bay Mare j The Highland 
Shepherd's Home. 

Dupre, Jules : The Haymakers ; The Escaped Cow. 

Weber, Otto : Greedy Calves. 

Breton, J. A. : Blessing the Fields. 



230 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

Grades Four, Five, and Six 

Taylor, W. L. : The Village Blacksmith. 
Millet, J. E. : Sheep Shearing. 
Landseer, Edwin : A Pair of Nutcrackers. 
Breton, J. A. : The Song of the Lark. 
Corot, J. B. C. : Road through the Woods. 
Morgan, Jacques : A Heavy Load. 
Murillo, B. E. : Emit Venders. 
Troyon, Constant : Return to the Earm. 

Grades Seven and Eight 

Troyon, Constant : Oxen Going to Work. 
Bonheur, Rosa : Grazing Cow. 
Ruysdael, Jacob : Windmill. 
Millet, J. E. : Angelus ; Labor. 
Jacque, C. E.: The Sheep Eold. 
Raphael : Miraculous Draught of Fishes. 
Daubigny, Charles Francois : Spring. 

4. Exposition. Some kinds of exposition are very 
difficult and should seldom be attempted below the 
seventh and eighth grades. That form of it, however, 
which simply gives interesting information about 
subjects common to the life of children, or tells the 
how of games or simple actions, may be attempted in 
all grades. For example, if the subject offered to the 
class is corn, the discussion will probably touch upon 
such subjects as the uses of corn for food, where 
grown, how cultivated and harvested, relative value 
as a farm crop, choice of seed corn, etc. The details 
and intensiveness will of course increase somewhat 
with each grade. 



EUEAL SCHOOLS 



231 



The following outline is suggestive of the kind of 
subject that may be chosen for this work : 

a. Agriculture: Farm crops : as, cotton (as to appearance of 
plant, where grown, where and how manufactured into cloth, 
uses for clothing, thread, etc., value as a farm crop), wheat, 
corn, tobacco, oats, hemp, potatoes, fruit, vegetables, etc. Do- 
mestic animals, such as the cow, horse, hog, etc. — uses, value 




ORAL WORK IN CONVERSATION, DESCRIPTION, AND EXPOSITION. 
SUBJECT, FLOWERS GATHERED AT RECESS 

on farm, care of, breeds, etc. Miscellaneous : farm accounts, 
hotbeds, good roads, irrigation, fertilizers, silos, erosion. 

b. Nature study: good and bad birds, weeds, insects; trees 
in the community, kinds, value for wood and shade, shape of 
leaves, kind of bark, etc. ; shrubbery, flowers (wild and domes- 
tic) ; operations of nature, as snow, rain, sleet, hail, frost. 

The kind of exposition that demands the arrange- 
ment in logical sequence of the different steps in 



232 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

a process may be used in rural schools with great 
interest. The following outline suggests subjects for 
this type of exposition : 

a. Agriculture : preparation of soil for, and cultivation of, 
various plants ; harvesting, marketing, and preparation for use 

as food of grain crops, 
fruits, vegetables, etc. ; 
how a plant gets moisture 
and food from the soil; 
various processes con- 
nected with corn and 
canning clubs ; prepara- 
tion of food, clothing, 
and fuel for winter ; fence 
and road building, etc. 

b. Nature study: how 

a bird builds her nest and 

feeds her young; how 

ants build homes and 

provide for winter ; how 

various plants, flowers, 

and shrubs germinate and 

grow; how the ripened 

fruit evolves from the 

bud ; how frost, hail, and 

snow form; how clouds, 

mist, fog, and rain are produced; how corn, cotton, wheat, 

tobacco, and other such plants are cultivated, harvested, and 

marketed. 




THE " HOWS " OF FARM ACTIVITIES ARE 
GOOD SUBJECTS FOR EXPOSITION 



5. Argument. A form of language work that is 
suitable for use from the fourth grade up is the 
oral argument. This work leads directly to that of 
the literary and debating society, which every rural 



RURAL SCHOOLS 233 

school should maintain. 1 The following subjects are 
suggested for use in rural schools : 

Life in the country is to be preferred to life in the city. 
Corn is a more profitable crop than cotton (or wheat, etc.). 
Birds are more injurious to farm crops than insects. 
The house fly is more injurious to the human race than 
smallpox. 

Strawberries are more profitable than the orchard. 
It is more difficult to cultivate corn than wheat. 

6. Memorizing Work. The memorizing of poems 
and gems should be done in all the grades as out- 
lined in the section on Language Work by Grades. 
In the rural school selections should, for the most 
part, touch rural-life activities. Selections from the 
following list may be made when the teacher wishes 
to use a poem of this kind : 

Grade One 

Stevenson, R. L. : The Cow. 
Cary, Alice : November. 
Cooper, George : The Little Leaves. 
Tennyson, Alfred : Little Birdie. 
Watts, Isaac: The Busy Bee. 
Butts, M. F. : Blow, Wind, Blow. 
Allingham, William : Robin Redbreast. 
Mother Goose rimes. 

Grade Two 

Tennyson, Alfred : The Foresters. 
Sherman, F. D. : The Daisies. 
Stevenson, R. L. : The Hayloft. 

1 Full directions for the conduct of this work are given under this 
heading in the fourth and fifth grades, in the section on Language . 
Work by Grades. 



234 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Cooled ge, Susan : How the Leaves Came Down. 
Allingham, William : Robin Redbreast. 
Rossetti, Christina : Milking Time. 
Stevenson, R. L. : Winter Time. 

Grades Three and Eour 

Wordsworth, William : To a Butterfly. 
Tennyson, Alfred : The Snowdrop ; The Owl ; Song of 
the Brook. 

Stedman, E. C. : The Flight of the Birds. 
Jackson, Helen Hunt : September. 
Whittier, J. G. : The Eirst Elowers. 
Lowell, J. R. : The First Snow-Fail. 
Bryant, W. C. : The Gladness of Nature. 
Longfellow, H. W. : The Village Blacksmith. 
Trowbridge, J. T. : Evening at the Farm. 

Grades Five and Six 

Riley, J. W. : A Canary at the Farm. 

Whittier, J. G. : The Corn Song ; The Huskers. 

Bryant, W. C. : The Planting of the Apple Tree ; October. 

Norris, G. P. : Woodman, Spare that Tree. 

Stedman, E. C. : Going A-nutting. 

Wordsworth, William : The Daffodils. 

Moore, Thomas : The Bird. 

Emerson, R. W. : The Humble-bee. 

Kingsley, Charles : Song of the River. 

Dickens, Charles : The Ivy Green. 

Keats, John : Ode to Autumn. 

Grades Seven and Eight 

Emerson, R. W.: The Snow-storm. 

Longfellow, H. W. : The Reaper and the Flowers ; A 
Psalm of Life. 

Holmes, 0. W. : The Chambered Nautilus ; The Last Leaf. 



BUBAL SCHOOLS 235 

Bryant, W. C: A Forest Hymn; The Death of the 
Flowers. 

Burns, Bqbert : To a Mountain Daisy. 
Moore, Thomas : The Last Bose of Summer. 
Shelley, P. B. : To a Skylark. 

In the same way each child should learn from ten 
to fifteen small gems of literature every year. The 
teacher should see that a reasonable number of these 




A HIKE TO THE WOODS TO STUDY WILD FLOWERS FOR OBSER- 
VATION REPORTS AND DESCRIPTION 

deal with thoughts connected with nature and farm 
life. Selections may be made from the gems found 
on pages 265-272. The following are typical: 

In contemplation of created things 

By steps we may ascend to God. — Milton 

Nature makes her happy home with man 
Where many a gorgeous flower is duly fed, 
With its own rill, on its own spangled bed. 

Coleridge 



236 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

How blest the farmer's simple life ! 

How pure the joy it yields! 
Ear from the world's tempestuous strife, 

Free 'mid the scented fields. — Everest 

happy if ye knew your happy state, 
Ye rangers of the fields ! whom nature's boon 
Cheers with her smiles, and ev'ry element 
Conspires to bless. — Somerville 

7. Observation Reports. This work should be car- 
ried on in all the grades as outlined in the section 
on Language Work by Grades. A subject con- 
nected with nature or farm-life activities should be 
assigned for observation, and two or three days later 
an oral or a written report should be required from 
each pupil in the class. For children in the rural 
schools the number of subjects for observation is 
inexhaustible. 

8. Verse-Writing. The principles and method of 
conducting the work of verse-writing have been dis- 
cussed in grades four to eight of the section on 
Language Work by Grades. The great out-of-doors 
surrounding the rural child is full of poetry, and he 
should be encouraged to give expression to the feel- 
ings that nature arouses in him. Good subjects are 
to be found on every hand. The falling of the leaves, 
the singing of the birds, the cattle grazing in the 
pasture by the brook, the trees swaying in the wind, 
the snowstorm, etc. are suggestive. The teacher 
will be agreeably surprised at the results of her 
efforts along this line. 



EUEAL SCHOOLS 237 

9. Talks from Outlines. In the last two grades 
pupils should be encouraged to give short talks, 
before either the language class or the whole school, 
from outlines on subjects of general interest touching 
rural-life activities. Such subjects as the following 
may be used for this purpose : the value of birds to 
a community, how plants absorb moisture and food 
from the soil, the Babcock milk test, testing cows 
for tuberculosis, boys' corn clubs and what they have 
accomplished, the death toll of preventable diseases. 

10. Diary. From the fifth grade up, children 
should be encouraged to keep a diary, or record, of 
events and observations about matters in which they 
are very greatly interested. The diaries of country 
children will include such matters as observations of 
weather conditions, growth of plants in school or 
home experimental gardens, various experiences con- 
nected with corn and canning clubs, record of ex- 
penses and profits in raising poultry, vegetables, etc. 
For methods of directing the work, see the discussion 
of this subject in grades five to eight of the section 
on Language Work by Grades. 

Rural-School Libraries 

In every rural-school library there should be a col- 
lection of books of reference, supplementary readers, 
and bulletins issued by state agricultural colleges 
and the United States Department of Agriculture. 
These books and bulletins will be found very useful 



238 LANGUAGE WOKK IN ELEMEOTAKY SCHOOLS 



to both teacher and pupils for the reading and in- 
vestigation demanded by subjects that are being 
used in language work. One or two good reference 

books on agricul- 
ture, nature study, 
and domestic sci- 
ence are usually 
enough for prac- 
tical work. The 
following lists are 
given in order that 
school authorities 
and the teachers 
in rural schools 
may be able to 
select from them 
the material that 
best meets their 
needs. The books 
may be ordered 
through any book 
jobber, or from the publishers, at a discount from 
the list price when a large number are purchased at 
one time. As a general thing books in rural-school 
libraries are not carefully selected. They are often 
either presented by well-meaning patrons or friends 
who do not understand the needs of such libraries, 
or chosen by equally ignorant teachers. The follow- 
ing pages will lead to a more intelligent choice if 
teachers will use them in making up lists of books. 




THE LIBRAE r IS AN IMPORTANT ASSET IN 
RURAL-SCHOOL LANGUAGE WORK 



BUBAL SCHOOLS 239 

I. BOOKS OF REFERENCE 

Note. In the bibliographies of this book, list prices are given. They 
are not guaranteed as correct, and responsibility for errors is specifically 
disclaimed. While every care has been taken to avoid mistakes, prices 
are given merely as approximate guides to those who have definite 
amounts to spend. 

Agriculture 

Bailey, L. H. Plant-Breeding. The Macmillan Company, New 

York. $1.25. 
Bailey, L. H. Principles of Agriculture. The Macmillan Company, 

New York. $1.25. 
Barto, D. O. Manual of Agriculture for Secondary Schools : Studies 

in Soils and Crop Production. D. C. Heath & Co., Boston. 50 cents. 
Burkett, Stevens, and Hill. Agriculture for Beginners. Ginn 

and Company, Boston. 75 cents. 
Davenport, E. Domesticated Animals and Plants. Ginn and 

Company. $1.25. 
Duggar, B. M. Agriculture for Southern Schools. The Macmillan 

Company, New York. 75 cents. 
Duggar, B. M. Fungous Diseases of Plants. Ginn and Company, 

Boston. $2.00. 
Fisher and Cotton. Agriculture for Common Schools. Charles 

Scribner's Sons, New York. $1.00. 
Goff and Mayne. First Principles of Agriculture. American Book 

Company, New York. 80 cents. 
Hemenway, H. D. How to Make School Gardens. Doubleday, 

Page & Company, Garden City, N.Y. $1.00. 
Hopkins, C. G. Soil Fertility and Permanent Agriculture. Ginn 

and Company, Boston. $2.25. 
Lodeman, E. G. Spraying of Plants. The Macmillan Company, 

New York. $1.25. 
Meier, W. H. D. School and Home Gardens. Ginn and Company, 

Boston. 80 cents. 
Plumb, C. S. Types and Breeds of Farm Animals. Ginn and 

Company, Boston. $2.00. 
Robinson, J. H. Our Domestic Birds. Ginn and Company, Boston. 

$1.35. 



240 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Sargent, F. L. Corn Plants : their Use and Ways of Life. 
Houghton Mifflin Company, Boston. 75 cents. 

Sheldon, J. P. The Farm and the Dairy. The Macmillan Com- 
pany, New York. $1.00. 

Waters, H. J. The Essentials of Agriculture. Ginn and Company, 
Boston. $1.25. 

Williams, Dora. Gardens and their Meaning. Ginn and Company, 
Boston. $1.00. 

Nature Study 

Bergen and Caldwell. Practical Botany. Ginn and Company, 

Boston. $1.30. 
Burroughs, John. Squirrels and Other Fur-Bearers. Houghton 

Mifflin Company, Boston. 60 cents. 
Crosby, W. O. Common Minerals and Bocks. D. C. Heath & Co., 

Boston. 60 cents. 
Cummings, H. H. Nature Study by Grades. American Book 

Company, New York. Primary grades, $1.00 ; lower grammar 

grades, 60 cents ; higher grammar grades, 75 cents. 
Dickerson, M. C. Moths and Butterflies. Ginn and Company, 

Boston. $1.25. 
Hawkes, Clarence. Tenants of the Trees. The Page Company, 

Boston. $1.50. 
Hodge, C. F. Nature Study and Life. Ginn and Company, Boston. 

$1.50. 
Jackman, W. S. Nature Study for Grammar Grades. The Mac- 
millan Company, New York. $1.00. 
Long, W. J. Ways of Wood Folk. Ginn and Company, Boston. 

50 cents. 
Morley, M. W. Butterflies and Bees. Ginn and Company, Boston. 

60 cents. 
Roth, Filbert. First Book of Forestry. Ginn and Company, 

Boston. 75 cents. 
Stickney and Hoffmann. Bird World. Ginn and Company, Boston. 

60 cents. 
Weed, C. M. Farm Friends and Farm Foes. D. C. Heath & Co., 

Boston. 90 cents. 



RURAL SCHOOLS 241 

Wilson, L. L. Nature Study in Elementary Schools. The Mac- 

millan Company, New York. 90 cents. 
Wood, C. D. Animals : their Relation and Use to Man. Ginn and 

Company, Boston. 60 cents. 

Domestic Science 

Conn, H. W. Bacteria, Yeasts, and Molds in the Home. Ginn and 

Company, Boston. $1.00. 
Dodd, H. C. Healthful Farmhouse. Whitcomb and Barrows, Boston. 

60 cents. 
Flagg, E. P. Handbook of Home Economics. Little, Brown, and 

Company, Boston. 75 cents. 
Greer, Edith. Food — What it Is and Does. Ginn and Company, 

Boston. $1.00. 
Hunt, C. L. Home Problems from a New Standpoint. Whitcomb 

and Barrows, Boston. $1.00. 
Lincoln, M. J. Boston School Kitchen Text-Book. Little, Brown, 

and Company, Boston. $1.00. 
Richards, E. H. Handbook of Domestic Science and Household 

Arts for Use in Elementary Schools. The Macmillan Company, 

New York. $1.00. 
Richards, E. H. Sanitation in Daily Life. Whitcomb and Barrows, 

Boston. 60 cents. 
Sherman, H. C. Chemistry of Food and Nutrition. The Macmillan 

Company, New York. $1.50. 
Wardall and White. A Study of Foods. Ginn and Company, 

Boston. 70 cents. 

II. FARMERS' BULLETINS 

The following bulletins, with several exceptions, noted in each case, 
are issued by the United States Department of Agriculture and will 
be sent free on request. Letters should be addressed to the Secretary of 
Agriculture, Washington, D.C. 

Corn 
Bulletin No. 199. Corn Growing. 

Bulletin No. 229. The Production of Good Seed Corn. 
Bulletin No. 253. Germination of Seed Corn. 



242 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Bulletin No. 272. A Successful Seed Corn and Hog Farm. 

Bulletin No. 298. Food Value of Corn and Corn Products. 

Bulletin No. 303. Corn Harvesting Machinery. 

Bulletin No. 313. Harvesting and Storing Corn. 

Bulletin No. 409. School Lessons on Corn. (Contains in appro- 
priate places in the text a full list of 
books and bulletins on corn subjects.) 

Potatoes 

Bulletin No. 35. Potato Culture. 
Bulletin Nos. 56 and 316. Potato Scab. 
Bulletin No. 91. Potato Diseases. 
Bulletin Nos. 251 and 320. Potato Spraying. 
Bulletin No. 295. Potatoes as Food. 

POULTRY 

Bulletin No. 41. Fowls, Care and Feeding. 

Bulletin No. 51. Standard Varieties of Chickens. 

Bulletin No. 64. Ducks and Geese. 

Bulletin No. 141. Poultry Raising on the Farm. 

Bulletin No. 182. Poultry as Food. 

Bulletin No. 200. Turkeys, Varieties and Management. 

Bulletin No. 287. Poultry Management. 

Dairying and the Dairy Herd 

Bulletin No. 32. Silos and Silage. 

Bulletin No. 42. Facts About Milk. 

Bulletin No. 55. The Dairy Herd. 

Bulletin No. 63. Care of Milk on the Farm. 

Bulletin No. 106. Breeds of Dairy Cattle. 

Bulletin No. 114. Skim Milk in Bread-Making. 

Bulletin No. 166. Cheese-Making on the Farm. 

Bulletin No. 241. Butter-Making on the Farm. 

Bulletin No. 348. Bacteria in Milk. 

Bulletin No. 363. The Use of Milk as Food. 

Bulletin No. 413. The Care of Milk and its Use in the Home. 



RURAL SCHOOLS 243 

Farm Animals 

Bulletin No. 55. The Dairy Herd. 
Bulletin No. . 96. Raising Sheep for Mutton. 
Bulletin No. 106. Breeds of Dairy Cattle. 
Bulletin No. 159. Scab in Sheep. 
Bulletin No. 170. Principles of Horse Feeding. 
Bulletin No. 179. Horse Shoeing. 
Bulletin No. 205. Pig Management. 
Wisconsin Agricultural Experiment Station, Madison : 
Circular No. 28. A Catechism on Bovine Tuberculosis. 

Insects on the Farm 

Bulletin No. 99. Three Insect Enemies of Shade Trees. 

Bulletin No. 132. Insect Enemies of Growing Wheat. 

Bulletin No. 196. The Usefulness of the American Toad. 

Bulletin No. 275. The Gypsy Moth. 

Bulletin No. 284. Insect Enemies of the Grape. 

Circular No. 16. The Larger Com Stalk Borer. 

Circular No. 67. The Clover Root Borer. 

Circular No. 73. The Plum Curculio. 

Circular No. 84. The Grasshopper Problem. 

Circular No. 87. The Colorado Beetle (Potato Bug). 

Circular No. 92. Mites and Lice on Poultry. 

Horticulture 

Bulletin No. 87. Orchards, Clover Crops, and Cultivation. 

Bulletin No. 113. The Apple and how to Grow it. 

Bulletin No. 154. The Home Fruit Garden. 

Bulletin No. 181. Pruning. 

Bulletin No. 198. Strawberries. 

Bulletin No. 213. Raspberries. 

Bulletin No. 283. Spraying for Apple Diseases. 

Bulletin No. 293. Use of Fruit as Food. 

Weeds 

Bulletin No. 28. Weeds, and how to Kill Them. 
Bulletin No. 86. Thirty Poisonous Plants. 



244 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Wisconsin Agricultural Experiment Station, Madison : 

Bulletin No. 179. The Eradication of Farm Weeds with 

Iron Sulphate. 
Circular No. 19. The Control of Quack Grass. 

School and Home Gardens 

Bulletin No. 154. The Home Fruit Garden. 

Bulletin No. 218. School Gardens. 

Bulletin No. 255. The Home and Vegetable Garden. 

General 

Bulletin No. 44. Commercial Fertilizers. 

Bulletin No. 85. Fish as Food. 

Bulletin No. 126. Practical Suggestions for Farm Buildings. 

Bulletin No. 134. Tree Planting on Rural-School Grounds. 

Bulletin No. 256. Preparation of Vegetables for the Table. 

Bulletin No. 270. Modern Conveniences for the Farm Home. 

Bulletin No. 317. The Farm Home. 

Bulletin No. 332. Nuts and their Uses as Food. 

Bulletin No. 342. Cooking Beans and Other Vegetables — A 

Model Kitchen. 
Bulletin No. 343. Cultivation of Tobacco in Kentucky and 

Tennessee. 
Bulletin No. 345. Some Common Disinfectants. 
Bulletin No. 375. Care of Food in the Home. 
Bulletin No. 389. Bread and Bread-Making. 
Bulletin No. 459. House Flies. 
Bulletin No. 468. Forestry in Nature Study. 



III. SUPPLEMENTARY READERS 
First Grade 

Burt, M. E. Little Nature Studies for Little People, Vol. I. Ginn 

and Company, Boston. 25 cents. 
Christy and Shaw. Pathways in Nature and Literature, First 

Reader. American Book Company, New York. 25 cents. 



RURAL SCHOOLS 245 

Dillingham and Emerson. "Tell It Again " Stories. Ginn and 

Company, Boston. 50 cents. 
Ford, 1ST. W. Nature's Byways. Silver, Bnrdett & Company, New 

York. 36 cents. 
Kahn, Amy. Hours with Nature, Book One. Silver, Burdett & 

Company, New York. 20 cents. 
Lane, M. A. L. Oriole Stories for Beginners. Ginn and Company, 

Boston. 28 cents. 
Stickney, J. H. Earth and Sky, No. I. Ginn and Company, Boston. 

30 cents. 

Second Grade 

Burt, M. E. Little Nature Studies for Little People, Vol. IT. Ginn 

and Company, Boston. 25 cents. 
Christy and Shaw. Pathways in Nature and Literature, Second 

Reader. American Book Company, New York. 30 cents. 
Eddy, S. J. Friends and Helpers. Ginn and Company, Boston. 

60 cents. 
Kahn, Amy. Hours with Nature, Book Two. Silver, Burdett & 

Company, New l r ork. 25 cents. 
Stickney, J. H. Earth and Sky, No. II. Ginn and Company, 

Boston. 30 cents. 
Strong, F. L. All the Y r ear Round Series. Ginn and Company, 

Boston. 4 vols., each 30 cents. 
Warren, M. L. From September to June with Nature. D. C. Heath 

& Co., Boston. 35 cents. 

Third Grade 

Andrews, Jane. Stories Mother Nature told her Children. Ginn 

and Company, Boston. 50 cents. 
Bass, Florence. Nature Studies for Young Readers : Animal Life. 

D. C. Heath & Co., Boston. 35 cents. 
Bradish, S. P. Stories of Country Life. American Book Company, 

New York. 40 cents. 
Dutton, M. B. In Field and Pasture. American Book Company, 

New York. 35 cents. 
Hardy, A. S. Sea Stories for Wonder Eyes. Ginn and Company, 

Boston. 40 cents. 



246 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Monteith, John and Caroline. Some Useful Animals. American 

Book Company, New York. 50 cents. 
Smith, A. H. Four-Footed Friends. Ginn and Company, Boston. 

50 cents. 
Walker, M. C. Our Birds and their Nestlings. American Book 

Company, New York. 60 cents. 

Fourth Grade 

Bartlett, L. L. Animals at Home. American Book Company, 

New York. 45 cents. 
Boyle, M. P. Outdoor Secrets. A. Flanagan Company, Chicago. 

35 cents. 
Gould, A. W. Mother Nature's Children. Ginn and Company, 

Boston. 60 cents. 
Kelly, M. A. B. Short Stories of our Shy Neighbors. American 

Book Company, New York. 50 cents. 
Long, W. J. Wood Folk at School. Ginn and Company, Boston. 

50 cents. 
Morley, M. W. Insect Folk. Ginn and Company, Boston. 45 cents. 
Payne, F. O. Geographical Nature Studies. American Book Com- 
pany, New York. 25 cents. 
Spyri, Johanna. Heidi. Ginn and Company, Boston. 40 cents. 
Stokes, Susan. Ten Common Trees. American Book Company, 

New York. 40 cents. 

Fifth Grade 

Bergen, F. D. Glimpses at the Plant World. Ginn and Company, 
Boston. 40 cents. 

Comstock, A. B. Ways of the Six-Footed. Ginn and Company, 
Boston. 40 cents. 

Eddy, S. J. Friends and Helpers. Ginn and Company, Boston. 
60 cents. 

Hawkes, Clarence. Trail to the Woods. American Book Com- 
pany, New York. 40 cents. 

Johonnot, James. Neighbors with Wings and Fins. American 
Book Company, New York. 40 cents. 



RURAL SCHOOLS 247 

Long, W. J. A Little Brother to the Bear and Other Stories. Ginn 

and Company, Boston. 50 cents. 
Morley, M. W. Little Wanderers. Ginn and Company, Boston. 

30 cents. 
Miller, Margaret. My Saturday Bird Class. 1). C. Heath & 

Co., Boston. 25 cents. 
Spyri, Johanna. Moni the Goat Boy. Ginn and Company, Boston. 

40 cents. 
Stickney, J. H. Earth and Sky, No. III. Ginn and Company, 

Boston. 85 cents. 

Sixth Grade 

Beal, W. J. Seed Dispersal. Ginn and Company, Boston. 35 cents. 
Eckstrom, Fannie. Bird Book. D. C. Heath & Co., Boston. 60 cents. 
Gilmore, A. F. Birds through the Year. American Book Company, 

New York. 50 cents. 
Hawkes, Clarence. Little Water Folks. Thomas Y. Crowell 

Company, New York. 75 cents. 
Johonnot, James. Some Curious Flyers, Creepers, and Swimmers. 

American Book Company, New York. 40 cents. 
Long, W. J. Secrets of the Woods. Ginn and Company, Boston. 

50 cents. 
Morris, I. I). Travels of a Waterdrop, and Others. A. Flanagan 

Company, Chicago. 35 cents. 
Needham, J. G. Outdoor Studies. American Book Company, New 

York. 40 cents. 
Wyss, J. D. Swiss Family Robinson. Ginn and Company, Boston. 

45 cents. 

Seventh and Eighth Grades 

Atkinson, G. F. First Studies of Plant Life. Ginn and Company, 
Boston. 60 cents. 

Ball, R. S. Star-Land. Ginn and Company, Boston. $1.00. 

Baskett, J. N. Story of the Birds. D. Appleton and Company, 
New York. 65 cents. 

Carpenter, F. G. How the World is Fed. American Book Com- 
pany, New York. 60 cents. 



248 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Herrick, S. M. Chapters on Plant Life. American Book Company, 

New York. 60 cents. 
Keffer, C. A. Nature Studies on the Farm : Soils and Plants. 

American Book Company, New York. 40 cents. 
Long, W. J. Northern Trails, Books I and II. Ginn and Company, 

Boston. 45 cents each. 
Newell, J. H. Reader in Botany. Part I, From Seed to Leaf ; 

Part II, Flower and Fruit. Ginn and Company, Boston. 60 cents 

each. 
Stone and Fickett. Trees in Prose and Poetry. Ginn and Com- 
pany, Boston. 45 cents. 
Treat, Mary. Home Studies in Nature. American Book Company, 

New York. 90 cents. 



APPENDIX A 

GENERAL BIBLIOGRAPHY 

Note. In the bibliographies of this book list prices are given. They 
are not guaranteed as correct, and responsibility for errors is specifically 
disclaimed. While every care has been taken to avoid mistakes, prices 
are given merely as approximate guides to those who have definite 
amounts to spend. 

The books in the following lists discuss the principles 
underlying the various kinds of language work outlined in 
the body of this book. 

GENERAL 

Carpenter, Baker, and Scott. The Teaching of English. Long- 
mans, Green, & Co., New York. $1.50. 

Chubb, Percival. The Teaching of English in the Elementary 
and the Secondary School. The Macmillan Company, New York. 
$1.00. 

Fitch, J. G. Lectures on Teaching (chapters on English). The 
Macmillan Company, New York. $1.00. 

George, A. J. Hudson's "Essays on English Studies" (pp. 19-52). 
Ginn and Company, Boston. 75 cents. 

Gesell, A. L. The Normal Child and Primary Education (pp. 159- 
180). Ginn and Company, Boston. $1.25. 

Hinsdale, B. A. Teaching the Language-Arts. D. Appleton and 
Company, New York. $1.00. 

Hosic, J. F. The Elementary Course in English. The University 
of Chicago Press. 75 cents. 

Kittredge and Arnold. The Mother Tongue, Book II (introduc- 
tion). Ginn and Company, Boston. 60 cents. 

Laurie, S. S. Lectures on Language, and Linguistic Method in the 
School. The Macmillan Company, New York. $1.00. 

249 



250 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Lincoln, L. I. Everyday Pedagogy. Ginn and Company, Boston. 

$1.00. 
McClintock, P. L. Literature in the Elementary School. The 

University of Chicago Press. $1.00. 
McMurry, C. A. Special Method in Language in the Eight Grades. 

The Macmillan Company, New York. 70 cents. 
Metcalf, R. C. Language Work in Elementary Schools. The 

A. S. Barnes Company, New York. 15 cents. 
O'Shea, M. V. Linguistic Development and Education. The Mac- 
millan Company, New York. $1.25. 
Parker, F. W., assisted by teachers of Cook County Normal School. 

Suggestions for Teaching Language. A. Flanagan Company, 

Chicago. 15 cents. 
Perdue and Griswold. Language through Nature, Literature, 

and Art. Rand-McNally & Company, New York. 45 cents. 
Indianapolis Course of Study in English for Elementary Schools. 
Wisconsin Course of Study for Common Schools. Sections on 

Language. 

STORY-TELLING 

Allison and Perdue. The Place of the Story in Primary Educa- 
tion. A. Flanagan Company, Chicago. 60 cents. 

Bryant, S. C. How to Tell Stories to Children. Houghton Mifflin 
Company, Boston. $1.00. 

Bryant, S. C. Stories to Tell to Children (introduction). Houghton 
Mifflin Company, Boston. $1.00. 

Chubb, Percival. The Teaching of English* in the Elementary 
and the Secondary School (pp. 43-46, 88, 186-187). The Mac- 
millan Company, New York. $1.00. 

Cody, A. S. Story Composition. A. Flanagan Company, Chicago. 
15 cents. 

Dye, Charity. The Story-Teller's Art. Ginn and Company, Boston. 
50 cents. 

Earhart, L. B. The Story in the Primary Grades. Teachers 
College Record, March, 1907. 35 cents per copy. 

McClintock, P. L. Literature in the Elementary School (chaps, iv- 
xi). The University of Chicago Press. $1.00. 

Partridge, E. N. and G. E. Story-Telling in School and Home. 
Sturgis & Walton Company, New York. $1.25. 



APPENDIX A 251 

Spalding, Elizabeth. The Problem of Elementary Composition 

(chap. iii). D. C. Heath & Co., Boston. 40 cents. 
Wiggin and Smith. The Story Hour (introduction). Houghton 

Mifflin Company, Boston. $1.00. 
Wiltse, S. E. The Story in Early Education. Ginn and Company, 

Boston. 50 cents. 
Wyche, R. T. Some Great Stories and how to Tell them. Newson 

& Company, New York. $1.00. 

MEMORIZING 

Briggs and Coffman. Reading in Public Schools (pp. 128-139, 

256-259). Row, Peterson & Company, Chicago. $1.25. 
Chubb, Percival. The Teaching of English in the Elementary 

and the Secondary School (pp. 48-53). The Macmillan Company, 

New York. $1.00. 
Compayre, J. G. Lectures on Pedagogy (Payne) (pp. 131, 447). 

D. C. Heath & Co., Boston. $1.75. 
Hosic, J. F. The Elementary Course in English (pp. 21, 46, 65, 76, 

99). The University of Chicago Press. 75 cents. 
McClintock, P. L. Literature in the Elementary School (chap. xii). 

The University of Chicago Press. $1.00. 
McMurry, C. A. Course of Study in the Eight Grades (pp. 99-105). 

The Macmillan Company, New York. 75 cents. 

DRAMATIZATION • 

Barnum, M. D. Dramatic Instinct in the Elementary School, 
Teachers College Record, March, 1907. 35 cents per copy. 

Bliss, W. F. History in the Elementary Schools (pp. 21-22, 34, 177- 
193). American Book Company, New York. 80 cents. 

Briggs and Coffman. Reading in Public Schools (pp. 92-104, 
233-255). Row, Peterson & Company, Chicago. $1.25. 

Bryant, S. C. Stories to Tell to Children (pp. xxxvii-xli). Hough- 
ton Mifflin Company, Boston. $1.00. 

Chubb, Percival. Festivals and Plays (pp. 271-305). Harper & 
Brothers, New York. $2.00. 

Finlay-Johnson, Harriet. The Dramatic Method of Teaching. 
Ginn and Company, Boston. $1.00. 



252 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Gesell, A. L. The Normal Child and Primary Education (pp. 144- 

158). Ginn and Company, Boston. $1.25. 
Gilbert and Harris. Manual to Guide Books to English (pp. 85- 

39). Silver, Burdett & Company, New York. Sent free to 

teachers with the Guide Books. 
Hosic, J. F. The Elementary Course in English (pp. 21, 64, 74, 

90). The University of Chicago Press. 75 cents. 
Lincoln, L. I. Everyday Pedagogy (pp. 169, 170, 192). Ginn and 

Company, Boston. $1.00. 
McClintock, P. L. Literature in the Elementary School (chap. xiii). 

The University of Chicago Press. $1.00. 
Indianapolis Course of Study in English (1904) (pp. 25-26). • 



COMPOSITION WORK 
Oral 

Arnold, S. L. Brief Outline of a Course of Study in Language 

and Grammar. Ginn and Company, Boston. 10 cents. 
Briggs and McKinney. A First Book of Composition. Ginn and 

Company, Boston. 90 cents. 
Bryant, S. C. Stories to Tell to Children (pp. xxix-xlvii). Houghton 

Mifflin Company, Boston. $1.00. 
Chubb, Percival. The Teaching of English in the Elementary 

and the Secondary School (chap. viii). The Macmillan Com- 
pany, New York. $1.00. 
Carpenter, Baker, and Scott. The Teaching of English (pp. 127, 

244-249). Longmans, Green, & Co., New York. $1.50. 
Hosic, J. F. The Elementary Course in English (pp. 18-22). The 

University of Chicago Press. 75 cents. 
McMurry, C. A. Special Method in Primary Reading and Oral 

Work, with Stories. The Macmillan Company, New York. 

60 cents. 
Sweet, Henry. A Practical Study of Languages (chap. vii). 

Henry Holt and Company, New York. $1.50. 



APPENDIX A 253 

Written 

Baldwin, C. S. The Expository Paragraph and Sentence. Long- 
mans, Green, & Co., New York. 50 cents. 

Bates, Arlo. Talks on Writing English. Houghton Mifflin Com- 
pany, Boston. 2 yoIs., each $1.30. 

Carpenter, Baker, and Scott. The Teaching of English 
(pp. 121-144, 327-341). Longmans, Green, & Co., New York. 
$1.50. 

Chubb, Percival. The Teaching of English (chaps, viii and xi). 
The Macmillan Company, New York. $1.00. 

Clapp and Huston. The Conduct of Composition Work in Gram- 
mar Grades. D. C. Heath & Co., Boston. 15 cents. 

Hanson, C. L. Two Years' Course in English Composition. Ginn 
and Company, Boston. 90 cents. 

Hartog and Langdon. The Writing of English. Oxford Uni- 
versity Press, New York. 60 cents. 

Hinsdale, B. A. Teaching the Language-Arts (chap. xiv). 
D. Appleton and Company, New York. $1.00. 

Lincoln, I. L. Everyday Pedagogy (pp. 147, 148, 154). Ginn and 
Company, Boston. $1.00. 

Spalding, Elizabeth. The Problem of Elementary Composition. 
D. C. Heath & Co., Boston. 40 cents. 

Wooley, E. C. Handbook of Composition. I). C. Heath & Co., 
Boston. 80 cents. 

LETTER-WRITING 

Callaway, F. B. Studies for Letters. American Book Company, 

New York. 50 cents. 
Carpenter, Baker, and Scott. The Teaching of English (p. 127). 

Longmans, Green, & Co., New York. $1.50. 
Chubb, Percival. The Teaching of English (pp. 185, 226, 229- 

230). The Macmillan Company, New York. $1.00. 
Davis and Lingham. Business English and Correspondence. Ginn 

and Company, Boston. $1.00. 
Dye, Charity. Letters and Letter-Writing. The Bobbs-Merrill 

Company, Indianapolis. $1.00. 



254 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Hosic, J. F. The Elementary Course in English (pp. 22, 82, 90, 
98, 106). The University of Chicago Press. 75 cents. 

Spalding, Elizabeth. The Problem of Elementary Composition 
(chap. ii). D. C. Heath & Co., Boston. 40 cents. 



TEACHING OF ENGLISH GRAMMAR 

Arnold, S. L. Brief Outline of a Course of Study in Language 

and Grammar. Ginn and Company, Boston. 10 cents. 
Barbour, F. A. The Teaching of English Grammar. Ginn and 

Company, Boston. 30 cents. 
Buck, Gertrude. Make-Believe Grammar, The School Review, 

January, 1909. Sent free in pamphlet form by Scott, Foresman 

& Co., Chicago. 
Carpenter, Baker, and Scott. The Teaching of English (pp. 144- 

151, 191-214). Longmans, Green, & Co., New York. $1.50. 
Chubb, Percival. The Teaching of English (pp. 203-205). The 

Macmillan Company, New York. $1.00. 
Hinsdale, B. A. Teaching the Language-Arts (pp. 147-168). 

D. Appleton and Company, New York. $1.00. 
Hosic, J. F. The Elementary Course in English (pp. 30-34, 114, 

122). The University of Chicago Press. 75 cents. 
Hoyt, F. S. The Place of Grammar in the Elementary Curriculum, 

Teachers College Record, November, 1906. 35 cents per copy. 
Gesell, A. L. The Normal Child and Primary Education (pp. 172- 

180). Ginn and Company, Boston. $1.25. 
Leonard, M. H. Grammar and its Reasons. A. S. Barnes Com- 
pany, New York. $1.50. 
Lincoln, L. I. Everyday Pedagogy (pp. 148-150). Ginn and 

Company, Boston. $1.00. 
Lounsbury, T. R. History of the English Language, Part II 

(pp. 209-481). Henry Holt and Company, New York. $1.25. 
Sheffield, A. D. Rational Study of English Grammar, School 

Review, November, 1910. 
Sweet, Henry. A Practical Study of Languages (chap. xi). Henry 

Holt and Company, New York. $1.50. 
Indianapolis Course of Study in English (1904) (pp. 78-79, 

83-85). 



APPENDIX A 255 

WORD STUDY 

Anderson, J. M. A Study of English Words. American Book 

Company, Cincinnati. 40 cents. 
Cody, A. S. Word-Study for Schools. A. C. McClurg & Co., 

Chicago. 35 cents. 
Genung and Hanson. Outlines of Composition and Rhetoric 

(chaps, iv and v). Ginn and Company, Boston. $1.00. 
Greenough and Kittredge. Words and their Ways in English 

Speech. The Macmillan Company, New York. $1.10. 
Lockwood and Emerson. Composition and Rhetoric (chap. xv). 

Ginn and Company, Boston. $1.00. 
Nesfield, J. C. English Grammar — Past and Present (chaps, xxii- 

xxxii). The Macmillan Company, New York. $1.10. 
Skeat, W. W. The Principles of Etymology (chaps, xii-xv espe- 
cially). Oxford University Press, New York. $2.25. 
Spalding, Elizabeth. The Problem of Elementary Composition 

(chap. iv). D. C. Heath & Co., Boston. 40 cents. 
Swinton, Wm. New Word-Analysis. American Book Company, 

New York. 35 cents. 
White, R. G. Words and their Uses, Past and Present. Houghton 

Mifflin Company, Boston. $1.00. 

VERSE-WRITING 

Carpenter, Baker, and Scott. The Teaching of English (p. 240). 

Longmans, Green, & Co., New York. $1.50. 
Chubb, Percival. The Teaching of English (pp. 188-189). The 

Macmillan Company, New York. $1.00. 
Spalding, Elizabeth. The Problem of Elementary Composition 

(pp. 1-2). D. C. Heath & Co., Boston. 40 cents. 

USE OE DICTIONARY 

Briggs and Coffman. Reading in Public Schools (chap. xvii). 

Row, Peterson & Company, Chicago. $1.25. 
Carpenter, Baker, and Scott. The Teaching of English (pp. 297- 

298). Longmans, Green, & Co., New York. $1.50. 
Hosic, J. F. The Elementary Course in English (pp. 29, 39, 99, 

107). The University of Chicago Press. 75 cents. 



256 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Lincoln, L. I. Everyday Pedagogy (chap. xi). Ginn and Company, 
. Boston. $1.00. 
Metcalf and De Garmo. Drill Book in Dictionary Work. A. C. 

McCIurg & Co., Chicago. 35 cents. 
Sweet, Henry. A Practical Study of Languages (chap. xii). Henry 

Holt and Company, New York. $1.50. 

DIARY 

Gilbert and Harris. Guide Books to English (Book One, pp. 164- 
167; Book Two, pp. 102-103). Silver, Burdett & Company, 
New York. 45 cents and 60 cents respectively. 

Hosic, J. F. The Elementary Course in English (p. 106). The 
University of Chicago Press. 75 cents. 

LANGUAGE-WORK MATERIAL 

Below, the teacher will find, various sources from which she 
may draw classroom material for her language work in the 
various grades. The preceding lists give books that discuss 
principles and theory only. 

DESK WORK 

Word cards, letter cards, phonetic word-building cards, pictures, 
picture story cards, stencils for illustrating written work, and other 
such material for language desk work in the lower grades, may be 
obtained from A. Flanagan Company, Chicago; Thomas Charles 
Company, Chicago ; Milton Bradley Company, Springfield, Mass. ; or 
any other school-supply house. Every primary teacher should have 
the catalogue of at least one of these companies. The best letter 
cards have capitals on one side and small letters on the other. 

LANGUAGE GAMES 

Deming, A. G. Language Games for all the Grades. Beckley Cardy 

Company, Chicago. 40 cents. 
King, Myra. Language Games. Educational Publishing Company, 

Boston. 50 cents. 
Metcalf, G. S. Game of False Syntax. A. Flanagan Company, 

Chicago. 20 cents. 



APPENDIX A 257 

DRAMATIZATION 

Children should, under the direction of the teacher, prepare 
or adapt most of the plays presented, but if plays in finished 
form are desired for immediate use, the following books will 
afford excellent material. 



Primary Grades 

Cyr, E. M. Dramatic First Reader. Ginn and Company, Boston. 

80 cents. 
Gardner, Mary. Work that is Play. A dramatic reader based on 

iEsop's fables. A. Flanagan Company, Chicago. 35 cents. 
Hemphill, Eloise. Little Red Riding Hood. A musical play. 

The A. S. Barnes Company, New York. 15 cents. 
Holbrook, Florence. Dramatizations of Longfellow's Evangeline 

and Hiawatha. Houghton Mifflin Company, Boston. 15 cents 

each. 
Johnson and Barnum. Book of Plays for Little Actors. American 

Book Company, New York. 30 cents. 
Noyes and Ray. Little Plays for Little People. Ginn and Com- 
pany, Boston. 35 cents. 
Skinner and Lawrence. Little Dramas for Primary Grades. 

American Book Company, New York. 35 cents. 

Intermediate Grades 

Andrews, Jane. Geographical Plays. Ginn and Company, Boston. 
50 cents. 

Bird and Starling. Historical Plays. The Macmillan Company, 
New York. 40 cents. 

Holbrook, Florence. Dramatic Reader for Lower Grades. Amer- 
ican Book Company, New York. 40 cents. 

Holiday Dialogues from Dickens. Walter H. Baker and Company, 
Boston. 25 cents. 

Lansing, M. F. Quaint Old Stories to Read and Act. Ginn and 
Company, Boston. 35 cents. 



258 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Grammar Grades 

Comstock, F. A Dickens Dramatic Reader. Ginn and Company, 
Boston. 60 cents. 

Comstock, F. Dramatic Version of Greek Myths. Ginn and Com- 
pany, Boston. 45 cents. 

Gould, E. L. Little Men ; Little Women. Plays adapted from 
Louisa M. Alcott's stories. Little, Brown and Company, Boston. 
60 cents each. 

Knight, Marietta. Dramatic Reader for Grammar Grades. Amer- 
ican Book Company, New York. 50 cents. 

Laselle, M. A. Dramatizations of School Classics. Educational 
Publishing Company, Boston. 40 cents. 

Longfellow, H. W. The Courtship of Miles Standish. Houghton 
Mifflin Company, Boston. 15 cents. 

STORY-TELLING 

The following is a carefully selected list of books from 
which the teacher may choose stories for her work : 
Bryant, S. C. Stories to Tell to Children. Houghton Mifflin Com- 
pany, Boston. $1.00. 
Long, W. J. Secrets of the Woods. Ginn and Company, Boston. 

50 cents. 
Scudder, II. E. Fables, Folk Stories, and Legends. Houghton 

Mifflin Company, Boston. 60 cents. 
Wiltse, S. E. Kindergarten Stories and Morning Talks. Ginn and 

Company, Boston. 75 cents. 
Wyche, R. T. Some Great Stories and how to Tell them. Newson 
& Company, New York. $1.00. 

Every school library should have a few well-selected books 
of stories for the children to read at their leisure. The follow- 
ing are suggested for this purpose : 

Primary Grades 

Beckwith, M. H. Story-Telling with Scissors. Milton Bradley 

Company, Springfield, Mass. 30 cents. 
Farmer, F. V. Nature Myths of Many Lands. American Book 

Company, New York. 45 cents. 



APPENDIX A 259 

Holmes, M. J. iEsop's Fables. The Macmillan Company, New 

York. 25 cents. 
Lansing, M. F. Fairy Tales. Ginn and Company, Boston. 2 vols., 

each 35 cents. 
Lansing, M. F. Rhymes and Stories. Ginn and Company, Boston. 

35 cents. 
Stickney, J. H. Andersen's Fairy Tales. Ginn and Company, 

Boston. 2 vols., 40 cents and 45 cents, resiDectively. 
Wiley, Belle. The Mother Goose Primer. Charles E. Merrill 

Company, New York. 32 cents. 
Wiltse, S. E. Grimm's Fairy Tales. Ginn and Company, Boston. 

2 vols., each 35 cents. 

Intermediate Grades 

Baldwin, James. Robinson Crusoe Retold. American Book Com- 
pany, New York. 35 cents. 

Blaisdell and Ball. Hero Stories from American History. Ginn 
and Company, Boston. 50 cents. 

Eggleston, Edward. Stories of Great Americans. American Book 
Company, New York. 40 cents. 

Guerber, H. A. Story of the Thirteen Colonies. American Book 
Company, New York. 65 cents. 

Hale, E. E. Arabian Nights. Ginn and Company, Boston. 45 cents. 

Kingsley, Charles. Greek Heroes. Henry Altemus Company, 
Philadelphia. 30 cents. 

Kipling, Rudyard. The Jungle Book. The Century Co., New 
York. $1.50. 

Perry, W. C. The Boys' Odyssey. The Macmillan Company, New 
York. $1.50. 

Scudder, H. E. George Washington. Houghton Mifflin Company, 
Boston. 40 cents. 

Stickney, J. H. Ringsley's Water-Babies. Ginn and Company, 
Boston. 35 cents. 

Stickney, J. H. Wyss's Swiss Family Robinson. Ginn and Com- 
pany, Boston. 45 cents. 



260 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Grammar Grades 

Baldwin, James. Life of Abraham Lincoln. American Book Com- 
pany, New York. 60 cents. 

Bender, M. S. Great Opera Stories. The Macmillan Company, 
New York. 40 cents. 

Catherwood, M. H. Heroes of the Middle West. Ginn and Com- 
pany, Boston. 50 cents. 

Clarke, Michael. Story of iEneas. American Book Company, 
New York. 45 cents. 

Coe, F. E. Heroes of Everyday Life. Ginn and Company, Boston. 
40 cents. 

Greene, F. N. Legends of King Arthur and his Court. Ginn and 
Company, Boston. 50 cents. 

Guerber, H. A. Story of the Romans. American Book Company, 
New York. 60 cents. 

Haigiit, Margaret. Cooper's Deerslayer. American Book Com- 
pany, New York. 35 cents. 

Lansing, M. F. Page, Esquire, and Knight. Ginn and Company, 
Boston. 35 cents. 

Montgomery, D. II. Benjamin Franklin ; his Life. Ginn and 
Company, Boston. 40 cents. 

Rolfe, W. J. Lamb's Tales from Shakespeare. American Book 
Company, New York. 60 cents. 

Rolfe, W. J. Tales from English History. American Book Com- 
pany, New York. 60 cents. 

Tappan, Eva M. European Hero Stories. Houghton Mifflin Corn- 
Company, Boston. 65 cents. 

MEMORIZING 

Sufficient material for memorizing in the eight grades is 
given in Appendix B. The following books contain well- 
graded additional material : 

Blake and Alexander. Graded Poetry, Charles E. Merrill Com- 
pany, New York. One volume for each grade, each 20 cents. 
Crowninshield, Ethel. Mother Goose Songs ; Robert Louis 
Stevenson Songs. Milton Bradley Company, Springfield, Mass. 
Each 30 cents. 



APPENDIX A 261 

Gilbert and Harris. Poems by Grades. Book I, Primary ; Book 
II, Intermediate and Grammar. Charles Scribner's Sons, New 
York. 60 cents each. 

Hyde, W. D. The School Speaker and Reader. Ginn and Company, 
Boston. 80 cents. 

Lambert, W. H. Memory Gems in Prose and Verse. Ginn and 
Company, Boston. 30 cents. 

Lansing, M. F. Rhymes and Stories. Ginn and Company, Boston. 
35 cents. 

Skinner, A. W. Selections for Memorizing. Silver, Burdett & Com- 
pany, New York. 60 cents. 

Williams and Foster. Selections for Memorizing. Ginn and 
Company, Boston. 40 cents. 

For the lower grades the following are excellent : 
Lovejoy, M. I. Nature in Verse. Silver, Burdett & Company, New 

York. 60 cents. 
Sherman, F. D. Little-Folk Lyrics. Houghton Mifflin Company, 

Boston. 60 cents. 
Stevenson, R. L. A Child's Garden of Verse. Charles Scribner's 

Sons, New York. 40 cents. 
Welsh, Charles. Book of Nursery Rhymes. D. C. Heath & Co., 

Boston. 35 cents. 
Whittier, J. G. Child Life : Collection of Poems. Houghton 

Mifflin Company, Boston. 60 cents. 
Wiggin and Smith. Pinafore Palace. Doubleday, Page & Company, 

Garden City, New York. $1.50. 

MEMORY GEMS 

Chancellor, Mary. Primary Memory Gems. A. Flanagan Com- 
pany, Chicago. 10 cents. 

De Vere, Paul. Gems of Literature, Liberty, and Patriotism. 
A. Flanagan Company, Chicago. 60 cents. Grades 5-8. 

Johnson, L. E. Memory Gems for Home and School. A. Flanagan 
Company, Chicago. 10 cents. 

Keitges, John. Proverbs and Quotations for School and Home. 
A. Flanagan Company, Chicago. 35 cents. Grades 5-8. 

Lambert, W. H. Memory Gems in Prose and Verse. Ginn and 
Companyj Boston. 30 cents. Grades 1-12. 



262 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Skinner, A. W. Selections for Memorizing. Silver, Burdett & 
Company, New York. 60 cents. For all grades. 

AVoolever, Adam. Encyclopedia of Quotations. David McKay, 
Philadelphia. $1.50. 

DICTATION WORK 
Cronson, Bernard. Graded Dictation and Spelling Lessons. 

American Book Company, New York. Small pamphlets, two 

to each grade, 5 cents each. 
Patterson, Calvin. The American Word Book. American Book 

Company. New York. 25 cents. Dictation material for all grades. 
Penniman, J. H. Prose Dictation Exercise. D. C. Heath & Co., 

Boston. 25 cents. For upper grades. 

LETTER- WRITING 
Callaway, F. B. Studies for Letters. American Book Company, 

New York. 50 cents. 
Davis and Lingham. Business English and Correspondence. Ginn 

and Company, Boston. $1.00. 
Dye, Charity. Letters and Letter-Writing. The Bobbs-Merrill 

Company, Indianapolis. $1.00. 
Genung and Hanson. Outlines of Composition and Rhetoric, 

Ginn and Company, Boston. $1.00. 
Stevens, F. B. Graded Lessons in Letter Writing and Business 

Forms. Ginn and Company, Boston. Three books, 15 cents each. 

USE OF DICTIONARY 

Briggs and Coffman. Reading in Public Schools (chap. xvii). 

Row, Peterson & Co., Chicago. ' $1.25. 
Metcalf and De Garmo. Drill Book in Dictionary Work. A. C. 

McClurg & Co., Chicago. 35 cents. 
Wisconsin Course of Study for Common Schools. Outlines by grades, 

from fourth grade up. 

STANDARDS OF MEASUREMENT 

It is essential that teachers should from time to time test 
the progress the children are making in mastering and using 
correctly the language principles they are being taught. For 



APPENDIX A 263 

this purpose the author wishes to recommend some such sys- 
tem as Thompson's "Minimum Essentials in Language" (Ginn 
and Company, Boston. 25 cents per 100 sheets). Each sheet 
contains from 100 to 200 questions, which were selected, graded, 
and tabulated after several years' experiment. 

PICTURES 

Pictures may be used in conversation, observation, memo- 
rizing, story-telling, and description. They may be purchased 
at from one to ten cents, according to the size, from Perry 
Picture Co., Maiden, Mass. ; Thomas Charles Company, Chicago; 
A. Flanagan Company, Chicago; Milton Bradley Company, 
Springfield, Mass. ; or any other supply house. The following 
is a suggestive graded list. 

Primary Grades 

Bonheur, Rosa. Ploughing ; Family Cares ; An Humble Servant ; 
Flock of Sheep ; Lions at Home. 

Landseer, Edwin. My Bog; Saved; Shoeing the Bay Mare; Dis- 
tinguished Member of the Humane Society ; The Challenge. 

Millet, J. F. Feeding Her Birds ; The Churning ; The First Step ; 
The Gleaners. 

Adam, Jean. The Cat Family. 

Mauve, Anton. The Sheep. 

Dupre, Jules. The Escaped Cow. 

Jacque, C E. Feeding the Chickens. 

Correggio, Antonio. The Holy Night. 

Breton, J. A. Blessing the Fields. 

Murillo, B. E. The Holy Family. 

Renouf, Peter. The Helping Hand. 

Jameson, George. The Fisherman's Daughter. 

Intermediate Grades 

Troyon, Constant. Return to the Farm. 
Breton, J. A. The Song of the Lark. 
Weber, Otto. Greedv Calves. 



264 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Dupre', Jules. The Balloon. 

Morgan, Jacques. A Heavy Load. 

Taylor, Isaac. The Village Blacksmith. 

Bonheur, Rosa. The Horse Fair. 

Reni, Guido : The Aurora. 

Rembrandt. The Mill. 

Dagnan-Bouveret, P. A. J. Madonna and Child. 

Millet, J. F. The Angelus. 

Boughton, G. H. The Return of the Mayflower. 

Daubigny, Charles. Spring. 

Jacque, C. E. The Sheepfold. 

Grammar Grades 

Boughton, G. H. Pilgrim Exiles. 

Raphael. The Sistine Madonna. 

Hoffmann, Joseph. Christ and the Doctors. 

Breton, J. A. End of Labor. 

Michelangelo : The Three Fates. 

Da Yinci, Leonardo : The Last Supper. 

Corot, J. B. The Dance of the Nymphs. 

Watts, G. F. Sir Galahad. 

Titian : The Presentation of the Virgin. 

Della Robbia, Luca : Singing Children. 

Trumbull, John. The Signing of the Declaration of Independence. 



APPENDIX B 

MEMOKY GEMS 

God helps them that help themselves. — Franklin 

Be sure you are right, then go ahead. — David Crockett 

Education is the chief defense of nations. — Garfield 

Be not simply good — be good for something. — Thoreait 

Bad men excuse their faults, good men will leave them. 

Ben Jonson 

Keep company with the good and you will be one of them. 

Cervantes 

From the lowest depths there is a path to the loftiest 
heights. — Carlyle 

Good luck will help a man over the ditch, if he jumps hard. 

Spurgeon 

I would rather be right than be president of the United 
States. — Henry Clay 

It is well to think well ; it is divine to act well. 

Horace Mann 
One cannot always be a hero, but one can always be a man. 

Goethe 
Self-conquest is the greatest of victories. — Plato 

To read without reflection is like eating without digesting. 

Burke 
Whatsoever a man soweth, that shall he also reap. — Bible 

Prosperity makes friends ; adversity tries them. 

Pacuvius 
265 



266 LANGUAGE WOEK IX ELEMENTARY SCHOOLS 

The man without a purpose is like a ship without a rudder. 

Carlyle 

Do the duty that lies nearest thee which thou knowest to 
be a duty. Thy second duty will already have become clearer. 

Carlyle 

A grateful mind is not only the greatest of virtues, but the 
parent of all other virtues. — Cicero 

God has two dwellings : one in heaven and the other in a 
meek and thankful heart. — Izaak Waltox 

The chains of habit are generally too small to be felt till 
they are too strong to be broken. — Samuel Johxsox 

I have learned to seek my happiness by limiting my desires 
rather than in attempting to satisfy them. 

John Stuart Mill 

He lives long who lives well ; time misspent is not lived but 
lost. — Fuller 

To look up and not down, to look forward and not back, to 
look out and not in, and to lend a hand. — E. E. Hale 

Habit is a cable ; we weave a thread of it each day, and it 
becomes so strong we cannot break it. — Horace Mao 

We grow like what we think of ; so let us think of the good, 
the true, and the beautiful. — Phillips Brooks 

If you wish your neighbors to see what God is like, you 
must let them see what He can make you like. 

Charles Kingsley 

He who is false to present duty breaks a thread in the 
loom, and he will find the flaw when he may have forgotten 
its cause. — Beecher 

There are no fragments so precious as those of time, and 
none so heedlessly lost by people who cannot make a moment, 
and yet can waste years. — James Montgomery 



APPENDIX B 267 

I shall pass this way but once. Any good thing therefore 
that I can do or any kindness that I can show to any human 
being, let me do it now. — Gilpin 

A good character is the finest essential in a man. It is, 
therefore, highly important to endeavor not only to be learned, 
but virtuous. — George Washington 

Pride slays thanksgiving, but an humble mind is the soil 
out of which thanks naturally grow. A proud man is seldom 
a grateful man, for he never thinks he gets as much as he 
deserves. — Beecher 

There is no duty the fulfillment of which will not make you 
happier, nor any temptation for which there is no remedy. 

Seneca 

The heavens declare the glory of God; and the firmament 
showeth his handiwork. — Bible 

Honesty is the best policy ; but he who acts on that princi- 
ple is not an honest man. — Archbishop Whately 

Experience shows that success is due less to ability than to 
zeal. The winner is he who gives himself to his work, body 
and soul. — Buxton 

The great secret of success in life is for' a man to be ready 
when his opportunity comes. — Disraeli 

The lives of men who have been always growing are strewed 
along their whole course with the things they have learned to 
do without. — Phillips Brooks 

Perseverance is a great element of success. If you only 
knock long enough and loud enough at the gate, you are sure 
to wake up somebody. — Longfellow 

We ought to hear at least one little song every day, read a 
good poem, see a first-rate painting, and, if possible, speak a 
few sensible words. — Goethe 



268 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

All true work is sacred ; for in all true work, were it but 
true hand-labor, there is something of divineness. Labor, wide 
as the earth, has its summit in heaven. — Carlyle 

Be such a life, live such a life, that if every man were such 
as you, and every life a life like yours, this earth would be a 
paradise. — Phillips Brooks 

Oh, what a tangled web we weave, 

When first we practice to deceive ! — Scott 

Have more than thou showest, 

Speak less than thou knowest. — Shakespeare 

Act, act in the living Present, 

Heart within, and God o'erhead. — Longfellow 

111 fares the land, to hastening ills a prey, 

Where wealth accumulates and men decay. — Goldsmith 

Dare to be true : nothing can need a lie ; 

A fault which needs it most grows two thereby. — Herbert 

All seems infected that th' infected spy, 

As all looks yellow to the jaundiced eye. — Pope 

Count that day lost whose low descending sun 

Views from thy hand no worthy action done. — Anonymous 

Howe'er it be, it seems to me, 

'T is only noble to be good ; 
Kind hearts are more than coronets, 

And simple faith than Norman blood. — Tennyson 

True dignity abides in him alone, 

Who, in the patient hour of silent thought, 

Can still respect and still revere himself. — Wordsworth 

So nigh is grandeur to our dust, 

So near is God to man, 
When Duty whispers low, w Thou must," 

The youth replies, " I can ! " — Emerson 



APPENDIX B 269 

We shape ourselves in joy or fear 

Of which the coming years are made, 
And fill our future's atmosphere 

With sunshine or with shade. — Whittier 

Whene'er a noble deed is wrought, 
Whene'er is spoken a noble thought, 
Our hearts in glad surprise 
To higher levels rise. — Longfellow 

We live in deeds, not years ; in thoughts, not breaths ; 
In feelings, not in figures on a dial. 
We should count time by heart-throbs. He most lives 
Who thinks most, feels the noblest, acts the best. — Bailey 

Vice is a monster of so frightful mien, 

As, to be hated, needs but to be seen ; 

Yet seen too oft, familiar with her face, 

We first endure, then pity, then embrace. — Pope 

Be not the first by whom the new are tried, 
Nor yet the last to lay the old aside. — Pope 

Heaven is not reached at a single bound, 

But we build the ladder by which we rise 

From the lowly earth to the vaulted sjdes, 
And we mount to its summit round by round. — Holland 

He prayeth best who loveth best 

All things both great and small ; 
For the dear God who loveth us, 

He made and loveth all. — Coleridge 

This above all : to thine own self be true, 
And it must follow, as the night the day, 
Thou canst not then be false to any man. — Shakespeare 

To him who, in the love of nature, holds 
Communion with her visible forms, she speaks 



270 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

A various language : for his gayer hours 
She has a voice of gladness, and a smile 
And eloquence of beauty, and she glides 
Into his darker musings with a mild 
. And healing sympathy that steals away 
Their sharpness, ere he is aware. — Bryant 

I count this a thing to be grandly true, 
That a noble deed is a step toward God, 
Lifting the soul from the common sod 

To purer air and broader view. — Holland 

God bless the flag ! Let it float and fill 

The sky with its beauty ; our heartstrings thrill 

To the low sweet chant of its windswept bars, 

And the chorus of all its clustering stars. — Simpson 

I hear the bells on Christmas Day 
Their old familiar carols play, 

And wild and sweet 

The words repeat 
Of peace on earth, good will to men ! — Anonymous 

The snow had begun in the gloaming, 

And, busily all the night, 
Had been heaping fields and highway 

With a silence deep and white. 

Every pine and fir and hemlock 

Wore ermine too dear for an earl, 
And the poorest twig on the elm tree 

Was ridged inch deep with pearl. — Lowell 

Gaily chattering to the clattering 

Of the brown nut downward pattering, 

Leap the squirrels, red and gray ; 
Drop the apples red and yellow, 
Drop the russet pears and mellow, 

Drop the red leaves all the day. — R us kin 



APPENDIX P> 271 

Somebody spoke, 

I don't know who, 
But snowdrop heard, 

And violet knew. 

The birds came back 

With swift glad wing ; 
And then I knew 

That it was spring. — Anonymous 

Who builds a church to God, and not to fame, 
Will never mark the marble with his name. — Pope 
Tongues in trees, books in the running brooks, 
Sermons in stones, and good in everything. — Shakespeare 
Think naught a trifle, though it small appear ; 
Small sands the mountain, moments make the year, 
And trifles life. — Young 
Better to feel a love within 

Than be lovely to the sight ! 
Better a homely tenderness 

Than beauty's wild delight ! — MacDonald 

Who gives himself with his alms feeds three, — 
Himself, his hungering neighbor, and me. — Lowell 

Pretty little violets, waking from their sleep, 

Fragrant little blossoms, just about to peep, 

Would you know the reason all the world is gay ? 

Listen to the bobolink, telling us 't is May. — Anonymous 

October glows on every cheek, 

October shines in every eye, 
While up the hill and down the dale 

Her crimson banners fly. — Goodale 

Out of the bosom of the air, 

Out of the cloudfolds of her garments shaken, 
Over the woodlands, brown and bare, 

Over the harvest fields forsaken, 



272 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Silent and soft and slow 

Descends the snow. — Longfellow 
A glad New Year or a sad New Year ; 

0, what shall the New Year be ? 
I cannot tell what it hath in store, 

I would that I might foresee ; 
But God knows well and I need no more ; 

Is that not enough for me ? — Anonymous 



POEMS 

The following poems are given for the convenience of the 
teacher who may not have at hand a volume of poems suitable 
for memorizing in the grades. They have been chosen with 
great care. Other suitable poems may be found in the regular 
and supplementary readers, which every school should possess. 

First Grade 

Little Boy Blue, come blow your horn ! 

The sheep 's in the meadow, the cow 's in the corn. 

Where's the little boy that looks after the sheep ? 

He 's under the haystack, fast asleep. 

Will yon wake him ? No, not I ; 

For if I do, he '11 be sure to cry. — Mother Goose 

Jack and Jill went up the hill, 

To fetch a pail of water ; 
Jack fell down, and broke his crown, 

And Jill came tumbling after. — Mother Goose 

Little Bo-peep has lost her sheep, 

And can't tell where to find them ; 
Leave them alone, and they '11 come home, 

Wagging their tails behind them. 



APPENDIX B 273 

Little Bo-peep fell fast asleep, 

And dreamed she heard them bleating ; 

But when she awoke she found it a joke, 
For they still all were fleeting. 

Then up she took her little crook, 

Determined for to find them ; 
She found them indeed, but it made her heart bleed 
For they 'd left their tails behind them ! 

Mother Goose 
Sing a song of sixpence, 
A pocket full of rye ; 
Four and twenty blackbirds 

Baked in a pie ; 
When the pie was opened, 
The birds began to sing ; 
Was not that a dainty dish 
To set before the king ? 

The king was in his counting house, 

Counting out his money ; 
The queen was in the parlor, 

Eating bread and honey ; 
The maid was in the garden,. 

Hanging out the clothes ; 
There came along a blackbird 

And nipped off her nose. — Mother Goose 

Pussy-cat, Pussy-cat, 

Where have you been ? 
I Ve been to London 

To look at the queen. 
Pussy-cat, Pussy-cat, 

What did you there ? 
I frightened a little mouse 

Under her chair. — Mother Goose 



74 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

The man in the moon 

Came down too soon, 
To inquire the way to Norwich ; 

The man in the south, 

He burnt his mouth 
Eating cold plum-porridge. 

Mother Goose 

Simple Simon met a pieman, 

Going to the fair ; 
Says Simple Simon to the pieman, 

" Let me taste your ware." 

Says the pieman to Simple Simon, 

" First show me your penny " ; 
Says Simple Simon to the pieman, 

" Indeed, I have not any." 

Simple Simon went a-fishing 

For to catch a whale ; 
But all the water he had got 

Was in his mother's pail. 

Simple Simon went to look 

If plums grew on a thistle ; 
He pricked his fingers very much, 

Which made poor Simon whistle. 

Mother Goose 

THE COW 1 

The friendly cow all red and white, 

I love with all my heart ; 
She gives me cream with all her might, 

To eat with apple tart. 

1 Used by permission of Charles Scribner's Sons. 



APPENDIX B 275 

She wanders lowing here and there, 

And yet she cannot stray, 
Air in the pleasant open air, 

The pleasant light of day ; 

And blown by all the winds that pass 

And wet with all the showers, 
She walks among the meadow grass 

And eats the meadow flowers. 

Robert Louis Stevenson 

THE SWING 1 

How do yon like to go up in a swing, 

Up in the air so blue ? 
Oh ! I do think it the pleasantest thing 

Ever a child can do ! 

Up in the air and over the wall, 

Till I can see so wide, 
Rivers and trees and cattle and all 

Over the countryside — 

Till I look down on the garden green, 

Down on the roof so brown — 
Up in the air I go flying again, 

Up in the air and down ! 

Robert Louis Stevenson 

1 Used by permission of Charles Scribner's Sons. 



276 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

LITTLE BIRDIE 

What does little birdie say, 
In her nest at peep of day ? 
K Let me fly," says little birdie, 

" Mother, let me fly away." 
w Birdie, rest a little longer, 
Till the little wings are stronger." 
So she rests a little longer. 

Then she flies away. > 

What does little baby say, 
In her bed at peep of day ? 
Baby says, like little birdie, 

" Let me rise and fly away." 
" Baby, sleep a little longer, 
Till the little limbs are stronger. 
If she sleeps a little longer, 

Baby, too, shall fly away." 

Alfred Tennyson 



SLEEP, BABY, SLEEP 

Sleep, baby, sleep ! 

Thy father watches the sheep ; 
Thy mother is shaking the dreamland tree, 
And down falls a little dream on thee, 

Sleep, baby, sleep ! 

Sleep, baby, sleep ! 

The large stars are the sheep ; 
The wee stars are the lambs, I guess, 
And the bright moon is the shepherdess. 

Sleep, baby, sleep ! — From the German 



APPENDIX B 277 

RAIN 1 

The rain is raining all around, 
It falls on field and tree, 
It rains on the umbrellas here, 
And on the ships at sea. 

Robert Louis Stevenson 



LADY MOON 2 

Lady Moon, Lady Moon, where are you roving. ? 

" Over the sea." 
Lady Moon, Lady Moon, whom are you loving ? 

w All that love me." 

Are you not tired with rolling, and never 

Resting to sleep ? 
Why look so pale and so sad, as forever 

Wishing to weep ? 

" Ask me not this, little child, if you love me ; 

You are too bold ; 
I must obey my dear Father above me, 

And do as 1 7 m told." 

Lady Moon, Lady Moon, where are you roving ? 

,f Over the sea." 
Lady Moon, Lady Moon, whom are you loving ? 

" All that love me." — Lord Houghton 

1 Used by permission of Charles Scribner's Sons. 

2 Used by permission of E. P. Dutton & Co. 



278 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Grade Two 

Three wise men of Gotham 

Went to sea in a bowl ; 

If the bowl had been stronger, 

My song had been longer. — Mother Goose 

The north wind doth bloAv, 
And we shall have snow, 
And what will the robin do then, 
Poor thing ? 

He '11 sit in the barn 

And keep himself warm, 

And hide his head under his wing, 

Poor thing ! — Mother Goose 

There was a man in our town, 

And he was wondrous wise ; 
He jumped into a bramble bush, 

And scratched out both his eyes. 

But when he saw his eyes were out, 

With all his might and main, 
He jumped into another bush, 

And scratched them in again. 

Mother Goose 

TIME TO RISE 1 

A birdie with a yellow bill 

Hopped upon the window sill, 

Cocked his shining eye and said, 

" Ain't you 'shamed, you sleepy-head ? " 

Robert Louis Stevenson 

1 Used by permission of Charles Scribner's Sons. 



APPENDIX B 279 



THE WIND 



I saw you toss the kites on high 
And blow the birds about the sky ; 
And all around I heard you pass, 
Like ladies' skirts across the grass — 

wind, a-bl owing all day long ! 

wind, that sings so loud a song ! 

I saw the different things you did, 
But always you yourself you hid. 
I felt you push, I heard you call, 
I could not see yourself at all — 

wind, a-blowing all day long ! 

wind, that sings so loud a song ! 

you that are so strong and cold, 
blower, are you young or old ? 
Are you a beast of field and tree, 
Or just a stronger child than me ? 

wind, a-blowing all day long ! 

wind, that sings so loud a song ! 

Robert Louis Stevenson 



THE ROCK-A-BY LADY 1 

The Rock-a-by Lady from Hush-a-by Street 

Comes stealing; comes creeping; 
The poppies they hang from her head to her feet, 
And each hath a dream that is tiny and fleet — 
She bringeth her poppies to you, my sweet, 

Where she findeth you sleeping ! 

1 Used by permission of Charles Scribner's Sons. 



280 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

There is one little dream of a beautiful drum — 

" Rub-a-dub ! " it goeth ; 
There is one little dream of a big sugar-plum, 
And lo ! thick and fast the other dreams come 
Of pop-guns that bang, and tin tops that hum, 

And a trumpet that bloweth. 

And dollies peep out of those wee little dreams 

With laughter and singing ; 
And boats go a-floating on silvery streams, 
And the stars peek-a-bo with their own misty gleams, 
And up, up, and up, where the Mother Moon beams, 

The fairies go winging ! 

Would you dream all these dreams that are tiny and fleet ? 

They '11 come to you sleeping ; 
So shut the two eyes that are weary, my sweet, 
For the Rock-a-by Lady from Hush-a-by Street, 
With poppies that hang from her head to her feet, 

Comes stealing ; comes creeping. — Eugene Field 

FOREIGN LANDS 1 

Up into a cherry tree 

Who should climb but little me ! 

I held the trunk with both my hands 

And looked abroad on foreign lands. 

I saw the next-door garden lie, 
Adorned with flowers, before my eye, 
And many pleasant places more, 
That I had never seen before. 

I saw the dimpling river pass 

And be the sky's blue looking-glass ; 

1 Used by permission of Charles Scribner's Sons. 



APPENDIX B 281 

The dusty roads go up and down, 
With people tramping in the town. 

If I could find a higher tree 
Farther and farther I should see, 
To where the grown-up river slips 
Into the sea among the ships 5 

To where the roads on either hand 
Lead onward into fairyland, 
Where all the children dine at five, 
And all the playthings come alive. 

Robert Louis Stevenson 



ANSWER TO A CHILD'S QUESTION 

Do you ask what the birds say ? The sparrow, the dove, 
The linnet and thrush say, " I love and I love ! " 
In the winter they 7 re silent, the wind is so strong ; 
What it says I don't know, but it sings a loud song. 
But green leaves and blossoms, and sunny warm weather. 
And singing and loving, all come together ; 
Then the lark is so brimful of gladness and love, 
The green fields below him, the blue sky above, 
That he sings and he sings, and forever sings he, 
" I love my Love, and my Love loves me." 

Samuel Taylor Coleridge 

SINGING 1 

Of speckled eggs the birdie sings 

And nests among the trees ; 
The sailor sings of ropes and things 

In ships upon the seas. 

1 Used by permission of Charles Scrilmer's Sons. 



282 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

The children sing in far Japan, 

The children sing in Spain ; 
The organ with the organ man 

Is singing in the rain. 

Robert Louis Stevenson 



WHY DO BELLS OF CHRISTMAS RING? 1 

Why do bells of Christmas ring ? 
Why do little children sing ? 

Once a lovely, shining star, 
Seen by shepherds from afar, 
Gently moved until its light 
Made a manger's cradle bright. 
There a darling baby lay, 
Pillowed soft upon the hay ; 
And its mother sung and smiled, 
" This is Christ, the holy child ! " 

Therefore bells for Christmas ring, 

Therefore little children sing. — Eugene Field 

MY SHADOW 1 

I have a little shadow that goes in and out with me, 
And what can be the use of him is more than I can see. 
He is very, very like me from the heels up to the head ; 
And I see him jump before me, when I jump into my bed. 

The funniest thing about him is the way he likes to grow — 
Not at all like proper children, which is always very slow ; 
For he sometimes shoots up taller like an india-rubber ball. 
And he sometimes gets so little that there 's none of him at all. 

1 Used by permission of Charles Scribner's Sons. 



APPENDIX B 283 

He has n't got a notion of how children ought to play, 
And can only make a fool of me in every sort of way. 
He stays so close beside me, he 's a coward you can see ; 
I 'd think shame to stick to nursie as that shadow sticks to me ! 

One morning, very early, before the sun was up, 
I rose and found the shining dew on every buttercup ; 
But my lazy little shadow, like an arrant sleepyhead, 
Had stayed at home behind me and was fast asleep in bed. 

Robert Louis Stevenson 



THE CHILD'S WORLD 

Great, wide, beautiful, wonderful World, 
With the wonderful water round you curled, 
And the wonderful grass upon your breast — 
World, you are beautifully drest ! 

The wonderful air is over me, 
And the wonderful wind is shaking the tree ; 
It walks on the water, and whirls the mills, 
And talks to itself on the top of the hills. 

You friendly Earth, how far do you go, 

With the wheat-fields that nod, and the rivers that flow, 

With cities and gardens, and cliffs and isles, 

And people upon you for thousands of miles ? 

Ah ! you are so great, and I am so small, 

I tremble to think of you, World, at all ; 

And yet when I said my prayers to-day, 

A whisper inside me seemed to say, 

" You are more than the Earth, though you are such a dot 

You can love and think, and the Earth cannot." 

Benj. Rands 



284 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Grade Three 
PIPPA'S SONG 

The year J s at the spring 
And day ? s at the morn ; 
Morning 's at seven ; 
The hillside 's dew-pearled ; 
The lark 's on the wing ; 
The snail 's on the thorn ; 
God ? s in his heaven — 
All 's right with the world ! 

Robert Browning 

WHO HAS SEEN THE WIND? 

Who has seen the wind ? 

Neither I nor yon ; 
Bnt when the leaves hang trembling, 

The wind is passing through. 

Who has seen the wind ? 

• Neither you nor I. 

But when the trees bow down their heads 

The wind is passing by. — Christina G. Rossetti 

SWEET AND LOW 

Sweet and low, sweet and low, 

Wind of the western sea ; 
Low, low, breathe and blow, 

Wind of the western sea ! 
Over the rolling waters go, 
Come from the dying moon, and blow, 

Blow him again to me ; 
While my little one, while my pretty one, sleeps. 



APPENDIX B 285 

Sleep and rest, sleep and rest, 

Father will come to thee soon ; 
Eest, rest, on mother's breast, 

Father will come to thee soon ; 
Father will come to his babe in the nest, 
Silver sails all out of the west 
Under the silver moon ; 
Sleep, my little one, sleep, my pretty one, sleep. 

Alfred Tennyson 



THE OWL AND THE PUSSY-CAT 

The Owl and the Pussy-Cat went to sea 

In a beautiful pea-green boat : 
They took some honey, and plenty of money 

Wrapped up in a five-pound note. 
The Owl looked up to the moon above, 

And sang to a small guitar, 
" lovely Pussy ! Pussy, my love, 

What a beautiful Pussy you are, — 
You are, 

What a beautiful Pussy you are. " 



Pussy said to the Owl, " You elegant fowl ! 

How wonderfully sweet you sing ! 
Oh, let us be married, — too long have we tarried, 

But what shall we do for a ring ? " 
They sailed away for a year and a day 

To the land where the Bong-tree grows, 
And there in a wood, a Piggy-wig stood, 

With a ring in the end of his nose, — 
His nose, 

With a ring in the end of his nose. 



286 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

w Dear Pig, are you willing to sell for one shilling 

Your ring ? ;; Said the Piggy, " I will." 
So they took it away, and were married next day 

By the Turkey who lives on the hill. 
They dined upon mince and slices of quince, 

Which they ate with a runcible spoon, 
And hand in hand on the edge of the sand 

They danced by the light of the moon, — 
The moon, 

They danced by the light of the moon. 

Edward Lear 



BOATS SAIL ON THE RIVERS 

Boats sail on the rivers, 

And ships sail on the seas, 
But clouds that sail across the sky 

Are prettier far than these. 

There are bridges on the rivers, 

As pretty as you please ; 
But the bow that bridges heaven 

And overtops the trees, 
And builds a road from earth to sky, 

Is prettier far than these. 

Christina G. Rossetti 



A BOY'S SONG 

Where the pools are bright and deep, 
Where the gray trout lies asleep, 
Up the river and o'er the lea — 
That 's the way for Billy and me. 



APPENDIX B 287 

Where the blackbird sings the latest, 
Where the hawthorn blooms the sweetest, 
Where the nestlings chirp and flee — 
That 's the way for Billy and me. 

Where the mowers mow the cleanest, 
Where the hay lies thick and greenest ; 
There to trace the homeward bee — 
That 's the way for Billy and me. 

Where the hazel bank is steepest, 
Where the shadow falls the deepest, 
Where the clustering nuts fall free — 
That 's the way for Billy and me. 

Why the boys should drive away 
Little sweet maidens from their play, 
Or love to banter and fight so well — 
That 's the thing I never could tell. 

But this I know, I love to play, 

Through the meadow, among the hay, 

Up the water and o'er the lea — 

That 's the way for Billy and me. — James Hogg 



FAIRY FOLK 1 

Up the airy mountain, 

Down the rushy glen, 
We dare n't go a-hunting, 

For fear of little men ; 
Wee folk, good folk, 

Trooping all together ; 
Green jacket, red cap, 

And white owl's feather. 

1 Used by permission of David McKay, Publisher. 



LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

Down along the rocky shore 

Some make their home, — 
They live on crispy pancakes 

Of yellow tide foam ; 
Some in the reeds 

Of the black mountain lake, 
With frogs for their watchdogs, 

All night awake. 

High on the hill-top 

The old King sits : 
He is now so old and gray 

He 's nigh lost his wits. 
With a bridge of white mist 

Columbkill he crosses, 
On his stately journeys 

Erom Slieveleague to Rosses ; 
Or going up with music 

On cold starry nights, 
To sup with the Queen 

Of the gay Northern Lights. 

They stole little Bridget 

Eor seven years long ; 
When she came down again 

Her friends were all gone. 
They took her lightly back, 

Between the night and morrow ; 
They thought that she was fast asleep, 

But she was dead with sorrow. 
They have kept her ever since 

Deep within the lakes, 
On a bed of flag leaves, 

Watching till she wakes. 



APPENDIX B 289 

By the craggy hillside, 

Through the mosses bare, 
They have planted thorn-trees 

For pleasure here and there. 
Is any man so daring 

As dig one up in spite ? 
He shall find the thornies set 

In his bed at night. 

Up the airy mountain, 

Down the rushy glen, 
We dare n't go a-hunting 

For fear of little men : 
Wee folk, good folk, 

Trooping all together ; 
Green jacket, red cap, 

And white owl's feather. 

William Allingham 



THE LOST DOLL 

I once had a sweet little doll, dears, 

The prettiest doll in the world ; ' 
Her cheeks were so red and white, dears, 

And her hair was so charmingly curled. 
But I lost my poor little doll, dears, 

As I played on the heath one day ; 
And I cried for her more than a week, dears, 

But I never could find where she lay. 

I found my poor little doll, dears, 
As I played on the heath one day ; 

Folks say she is terribly changed, dears, 
For her paint is all washed away, 



290 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

And her arms trodden off by the cows, dears, 

And her hair not the least bit curled ; 
Yet for old sake's sake, she is still, dears, 

The prettiest doll in the world. — Charles Kingsley 

Intermediate Grades 
THE SINGER 1 

Lark ! sweet lark ! 

Where learn you all jouy minstrelsy ? 

What realms are those to which you fly ? 
While robins feed their young from dawn till dark, 

You soar on high — 

Forever in the sky. 

child ! dear child ! 

Above the clouds I lift my wing 

To hear the bells of heaven ring ; 
Some of their music, though my flights be wild, 

To earth I bring ; 

Then let me soar and sing-! — Edmuxd C. Stedman 

O LITTLE TOWN OF BETHLEHEM 2 

little town of Bethlehem, 

How still we see thee lie ! 
Above thy deep and dreamless sleep 

The silent stars go by ; 
Yet in thy dark streets shineth 

The everlasting Light ; 
The hopes and fears of all the years 

Are met in thee to-night. 

1 Used by permission of Houghton Mifflin Company. 
' 2 Phillips Brooks, Christmas Songs and Easter Carols. Permission of 
E. P. Dutton & Co. 



APPENDIX B 291 

For Christ is born of Mary, 

And, gathered all above, 
While mortals sleep, the angels keep 

Their watch of wondering love. 
morning stars, together 

Proclaim the holy birth ! 
And praises sing to God the King, 

And peace to men on earth. 

How silently, how silently, 

The wondrous gift is given ! 
So God imparts to human hearts 

The blessings of His heaven. 
No ear may hear His coming 

But in this world of sin, 
Where meek souls will receive Him still, 

The dear Christ enters in. 

holy Child of Bethlehem ! 

Descend on us, we pray ; 
Cast out our sin, and enter in, 

Be born in us to-day. 
We hear the Christmas angels 

The great glad tidings tell ; 
Oh, come to us, abide with us, 

Our Lord Emmanuel ! — Phillips Brooks 



DOWN TO SLEEP 1 

November woods are bare and still ; 

November days are clear and bright ; 
Each noon burns up the morning chill ; 

The morning's snow is gone by night. 

1 Helen Hunt Jackson, Poems. Copyright, 1892, by Robert Brothers. 
Used by permission. 



292 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Each day my steps grow slow, grow light, 
As through the woods I reverently creep, 
Watching all things lie " down to sleep." 

I never knew before what beds, 

Fragrant to smell and soft to touch, 
The forest sifts and shapes and spreads ; 

I never knew before how much 

Of human sound there is in such 
Low tones as through the forest sweep. 

Each day I find new coverlids 

Tucked in, and more sweet eyes shut tight ; 
Sometimes the viewless mother bids 

Her ferns kneel down full in my sight ; 

I hear their chorus of " good-night " ; 
And half I smile and half I weep, 
Listening while they lie " down to sleep." 

November woods are bare and still ; 

November days are bright and good ; 
Life's noon burns up life's morning chill ; 

Life's night rests feet that long have stood ; 

Some warm soft bed, in field or wood, 
The mother will not fail to keep, 
Where we can " lay us down to sleep." 

Helen Hunt Jackson 

THE DAFFODILS 

I wandered lonely as a cloud 

That floats on high o'er vales and hills, 

When all at once I saw a crowd, — 
A host, of golden daffodils, 

Beside the lake, beneath the trees, 

Fluttering and dancing in the breeze. 



APPENDIX B 293 

Continuous as the stars that shine 

And twinkle on the milky way, 
They stretched in never-ending line 

Along the margin of a bay : 
Ten thousand saw I at a glance, 
Tossing their heads in sprightly dance. 

The waves beside them danced, but they 
Outdid the sparkling waves in glee ; 

A poet could not but be gay 
In such a jocund company. 

I gazed, and gazed, but little thought 

What wealth the show to me had brought. 

For oft when on my couch I lie 

In vacant or in pensive mood, 
They flash upon that inward eye 

Which is the bliss of solitude ; 
And then my heart with pleasure fills, 
And dances with the daffodils. 

William Wordsworth 



THE BROOK 

I come from haunts of coot and hern, 

I make a sudden sally, 
And sparkle out among the fern, 

To bicker down a valley. 

By thirty hills I hurry down, 
Or slip between the ridges, 

By twenty thorps, a little town, 
And half a hundred bridges. 



294 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Till last by Phillip's farm I flow 

To join the brimming river, 
For men may come and men may go, 

But I go on forever. 

I chatter over stony ways, 

In little sharps and trebles, 
I bubble into eddying bays, 

I babble on the pebbles. 

With many a curve my banks I fret 

By many a field and fallow, 
And many a fairy foreland set 

With willow-weed and mallow. 

I chatter, chatter, as I flow 

To join the brimming river, 
For men may come and men may go, 

But I go on forever. 

. I wind about, and in and out, 
With here a blossom sailing, 
And here and there a lusty trout, 
And here and there a grayling, 

And here and there a foamy flake 

Upon me, as I travel, 
With many a silvery waterbreak 

Above the golden gravel, 

And draw them all along, and flow 

To join the brimming river, 
For men may come and men may go, 

But I go on forever. — Alfred Tennyson 



APPENDIX B 295 

TO-DAY 

So here hath been dawning 

Another blue day : 
Think, wilt thou let it 

Slip useless away ? 

Out of Eternity 

This new day was born ; 
Into Eternity, 

At night, will return. 

Behold it aforetime 

~No eye ever did ; 
So soon it forever 

From all eyes is hid. 

Here hath been dawning 

Another blue day : 
Think, wilt thou let it 

Slip useless away ? 

Thomas Carlyle 



WINGS 

Wings that flutter in sunny air ; 

Wings that dive and dip and dare ; 
W r ings of the humming bird flashing by ; 
Wings of the lark in the purple sky ; 
Wings of the eagle aloft, aloof ; 
Wings of the pigeon upon the roof ; 
Wings of the storm bird swift and free, 
With wild wings sweeping across the sea : 

Often and often a voice in me sings, — 

0, for the freedom, the freedom of wings ! 



296 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

0, to winnow the air with wings ; 

0, to float far above hurtful things — 
Things that weary and wear and fret ; 
Deep in the azure to fly and forget ; 
To touch in a moment the mountain's crest, 
Or haste to the valley for home and rest ; 
To rock with the pine tree as wild birds may ; 
To follow the sailor a summer's day : 

Over and over a voice in me sings, — 

0, for the freedom, the freedom of wings ! 

Softly responsive a voice in me sings, — 
Thou hast the freedom, the freedom of wings ; 

Soon as the glass a second can count, 

Into the heavens thy heart may mount ; 

Hope may fly to the topmost peak ; 

Love its nest in the vale may seek ; 

Outspeeding the sailor, Eaith's pinions may 

Touch the ends of the earth in a summer's day. 
Softly responsive a voice in me sings, — 
- Thou hast the freedom, the freedom of wings. 

Mary F. Butts 



THE BUILDERS 

All are architects of Eate, 

Working in these walls of Time ; 
Some with massive deeds and great, 

Some with ornaments of rhyme. 

Nothing useless is, or low ; 

Each thing in its place is best ; 
And what seems but idle show 

Strengthens and supports the rest. 



APPENDIX B 297 

For the structure that we raise, 

Time is with materials rilled ; 
Our to-days and yesterdays 

Are the blocks with which we build. 

Truly shape and fashion these ; 

Leave no yawning gaps between ; 
Think not, because no man sees, 

Such things will remain unseen. 

In the elder days of Art, 

Builders wrought with greatest care 
Each minute and unseen part ; 

For the gods see everywhere. 

Let us do our work as well, 

Both the unseen and the seen ; 
Make the house, where gods may dwell, 

Beautiful, entire, and clean. 

Else our lives are incomplete, 

Standing in these walls of Time, 
Broken stairways, where the feet 

Stumble as they seek to climb. 

Build to-day, then, strong and sure, 

With a firm and ample base ; 
And ascending and secure 

Shall to-morrow find its place. 

Thus alone can we attain 

To those turrets, where the eye 
Sees the world as one vast plain, 

And one boundless reach of sky. 

Henry Wadsworth Longfellow 



298 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

CLEAR AND COOL 

Clear and cool, clear and cool, 
By laughing shallow, and dreaming pool ; 

Cool and clear, cool and clear, 
By shining shingle, and foaming weir ; 
Under the crag where the ouzel sings, 
And the ivied wall where the church-bell rings, 
Undefiled, for the undefiled ; 

Play by me, bathe in me, mother and child. 

Dank and foul, dank and foul, 
By the smoky town in its murky cowl ; 

Foul and dank, foul and dank, 
By wharf and sewer and slimy bank ; 
Darker and darker the farther I go ; 
Baser and baser the richer I grow ; 

Who dare sport with the sin-defiled ? 

Shrink from me, turn from me, mother and child. 

Strong and free, strong and free, 
The floodgates are open, away to the sea ; 

Free and strong, free and strong, 
Cleansing my streams as I hurry along, 
To the golden sands, and the leaping bar, 
And the taintless tide that awaits me afar. 
As I lose myself in the infinite main, 
Like a soul that has sinned and is pardoned again. 
Undefiled, for the undefiled ; 

Play by me, bathe in me, mother and child. 

Charles Kingsley 



APPENDIX B 299 



MARCH 1 



The stormy March has come at last, 

With wind, and cloud, and changing skies 

I hear the rushing of the blast 

That through the snowy valley flies. 



Ah, passing few are they who speak, 
Wild, stormy month ! in praise of thee ; 

Yet, though thy winds are loud and bleak, 
Thou art a welcome month to me. 



Por thou, to northern lands, again 

The glad and glorious sun doth bring, 

And thou hast joined the gentle train, 
And wearest the gentle name of Spring. 



And, in thy reign of blast and storm, 
Smiles many a long, bright, sunny day, 

When the changed winds are soft and warm, 
And heaven puts on the blue of May. 



Thou bring'st the hope of those calm skies, 
And that soft time of sunny showers, 

When the wide bloom, on earth that lies, 
Seems of a brighter world than ours. 

William Cullen Bryant 

1 Copyright, 1854, 1871, by William Cullen Bryant. Copyright, 1878, 
by D. Appleton and Company. Used by permission. 



300 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

THE SEA 

The sea ! the sea ! the open sea ! 

The blue, the fresh, the ever free ! 

Without a mark, without a bound, 

It runneth the earth's wide regions round ; 

It plays with the clouds ; it mocks the skies, 

Or like a cradled creature lies. 

I 'm on the sea ! I 'm on the sea ! 

I am where I would ever be ; 

With the blue above, and the blue below, 

And silence wheresoe'er I go ; 

If a storm should come and awake the deep, 

What matter ? I shall ride and sleep. 

I love, oh ! how I love to ride 
On the fierce, foaming, bursting tide, 
When every mad wave drowns the moon, 
Or whistles aloft his tempest tune, 
And tells how goeth the world below, 
And why the southwest blasts do blow. 

I never was on the dull, tame shore, 
But I love the great sea more and more, 
And backward flew to her billowy breast, 
Like a bird that seeketh its mother's nest ; 
And the mother she was, and is, to me ; 
For I was born on the open sea ! 

The waves were white, and red the morn, 
In the noisy hour when I was born ; 
And the whale it whistled, the porpoise rolled, 
And the dolphins bared their backs of gold ; 
And never was heard such an outcry wild 
As welcomed to life the ocean-child ! 



APPENDIX B 301 

I 've lived since then, in calm and strife, 
Full fifty summers, a sailor's life, 
With wealth to spend, and power to range, 
But never have sought nor sighed for change ; 
And Death, whenever he comes to me, 
Shall come on the wild, unbounded sea ! 

Barry Cornwall 



Grammar Grades 

TO A WATERFOWL 1 

Whither, 'midst falling dew, 
While glow the heavens with the last steps of day, 
Ear, through their rosy depths, dost thou pursue 

Thy solitary way ? 

Vainly the fowler's eye 
Might mark thy distant flight to do thee wrong, 
As, darkly painted on the crimson sky, 

Thy figure floats along. 

Seek'st thou the plashy brink 
Of weedy lake, or marge of river wide, 
Or where the rocking billows rise and sink 

On the chafed ocean-side ? 

There is a Power whose care 
Teaches thy way along that pathless coast, — 
The desert and the illimitable air, — 

Lone wandering, but not lost. 

1 Copyright, 1854, 1871, William Cullen Bryant. Copyright, 1878, by 
D. Appleton and Company. Used by permission. 



802 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

All day thy wings have fanned, 
At that far height, the cold, thin atmosphere, 
Yet stoop not, weary, to the welcome land, 

Though the dark night is near. 

And soon that toil shall end ; 
Soon shalt thou find a summer home, and rest, 
And scream among thy fellows ; reeds shall bend 

Soon, o'er thy sheltered nest. 

Thou J rt gone, the abyss of heaven 
Hath swallowed up thy form ; yet, on my heart 
Deeply hath sunk the lesson thou hast given, 

And shall not soon depart. 

He who, from zone to zone, 
Guides through the boundless sky thy certain flight, 
In the long way that I must tread alone, 

Will lead my steps aright. 

William Cullex Bryant 



MY NATIVE LAND 

Breathes there the man with soul so dead 
Who never to himself hath said, 

" This is my own — my native land ! " 
Whose heart hath ne'er within him burned, 
As home his footsteps he hath turned, 

Erom wandering on a foreign strand ? 
If such there breathe, go, mark him well ! 
Eor him no minstrel raptures swell. 
High though his titles, proud his name, 

Boundless his wealth as wish can claim, — 
Despite those titles, power, and pelf, 
The wretch, concentered all in self, 



APPENDIX B 303 

Living, shall forfeit fair renown, 
And, doubly dying, shall go down 
To the vile dnst from whence he sprung, 
Unwept, unhonored, and unsung. 

Sir Walter Scott 



THE AMERICAN FLAG 

When Freedom from her mountain height 
Unfurled her standard to the air, 

She tore the azure robe of night, 
And set the stars of glory there ; 

She mingled with its gorgeous dyes 

The milky baldric of the skies, 

And striped its pure, celestial white 

With streakings of the morning light ; 

Then from his mansion in the sun 

She called hereagle bearer down, 

And gave into his mighty hand 

The symbol of her chosen land. 

Majestic monarch of the cloud ! 

Who rear'st aloft thy regal form, 
To hear the tempest-trumpings loud, 
And see the lightning lances driven, 

When strive the warriors of the storm, 
And rolls the thunder-drum of heaven — 
Child of the sun ! to thee ? t is given 

To guard the banner of the free, 
To hover in the sulphur-smoke, 
To ward away the battle-stroke, 
And bid its blendings shine afar, 
Like rainbows on the cloud of war, 

The harbingers of victory ! 



304 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Elag of the brave ! thy folds shall fly, 
The sign of hope and triumph high, 
When speaks the signal trumpet tone, 
And the long line comes gleaming on ; 
Ere yet the life-blood, warm and wet, 
Has dimmed the glistening bayonet, 
Each soldier eye shall brightly turn 
To where the sky-born glories burn ; 
And, as his springing steps advance, 
Catch war and vengeance from the glance ; 
And when the canon-mouthings loud 
Heave in wild wreaths the battle-shroud, 
And gory sabres rise and fall, 
Like shoots of flame on midnight's pall, 

Then shall thy meteor-glances glow, 
And cowering foes shall fall beneath 

Each gallant arm that strikes below 
That lovely messenger of death. 

Flag of the seas ! on ocean wave 
Thy stars shall glitter o'er the brave. 
When death, careering on the gale, 
Sweeps darkly round the bellied sail, 
And frighted waves rush wildly back, 
Before the broadside's reeling rack, 
Each dying wanderer of the sea 
Shall look at once to heaven and thee, 
And smile to see thy splendors fly 
In triumph o'er his closing eye. 

Elag of the free heart's hope and home, 

By angel hands to valor given ; 
Thy stars have lit the welkin dome, 

And all thy hues were born in heaven. 



APPENDIX B 305 

Forever float that standard sheet ! 

Where breathes the foe but falls before us ? 
With Freedom's soil beneath our feet, 

And Freedom's banner streaming o'er us ! 

Joseph Eodman Drake 

ABOU BEN ADHEM 

Abou Ben Adhem (may his tribe increase ! ) 
Awoke one night from a deep dream of peace, 
And saw within the moonlight in his room, 
Making it rich and like a lily in bloom, 
An angel writing in a book of gold : 
Exceeding peace had made Ben Adhem bold, 
And to the presence in the room he said, 
w What writest thou ? " The vision raised its head, 
And, with a look made of all sweet accord, 
Answered, w The names of those who love the Lord." 
w And is mine one ? " said Abou. M Nay, not so," 
Beplied the angel. Abou spoke more low, 
But cheerly still, and said, " I pray thee, then, 
Write me as one that loves his fellow-men." 

The Angel wrote and vanished. The next night 

It came again, with a great wakening light, 

And showed the names whom love of God had blessed — 

And, lo ! Ben Adhem's name led all the rest ! 

Leigh Hunt 

A CHRISTMAS CAROL 1 

There 's a song in the air ! 
There 's a star in the sky ! 
There J s a mother's deep prayer 
And a baby's low cry ! 

1 Used by permission of Charles Scribner's Sons. 



306 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

And the star rains its fire while the Beautiful sing, 
For the manger of Bethlehem cradles a king. 

There ? s a tumult of joy 

O'er the wonderful birth, 

Eor the virgin's sweet boy 

Is the Lord of the earth, 
Ay ! the star rains its fire and the Beautiful sing, 
For the manger of Bethlehem cradles a king ! 

In the light of that star 

Lie the ages impearled ; 

And that song afar 

Has swept over the world. 
Every hearth is aflame, and the Beautiful sing 
In the homes of the nations that Jesus is king. 

We rejoice in the light, 

And we echo the song 

That comes down through the night 

From the heavenly throng. 
Ay ! we shout to the lovely evangel they bring, 
And we greet in His cradle our Saviour and King ! 

Josiah G. Holland 



THE CHAMBERED NAUTILUS 1 

This is the ship of pearl, which, poets feign, 

Sails the unshadowed main, — 

The venturous bark that flings 
On the sweet summer wind its purple wings 
In gulfs enchanted, where the siren sings, 

And coral reefs lie bare, 
Where the cold sea-maids rise to sun their streaming hair. 

1 Used by permission of Houghton Mifflin Company. 



APPENDIX B 307 

Its webs of living gauze no more unfurl ; 

Wrecked is the ship of pearl ! 

And every chambered cell, 
Where its dim dreaming life was wont to dwell, ■ 
As the frail tenant shaped his growing shell, 

Before thee lies revealed, — 
Its irised ceiling rent, its sunless crypt unsealed ! 

Year after year beheld the silent toil 

That spread his lustrous coil ; 

Still, as the spiral grew, 
He left the past year's dwelling for the new, 
Stole with soft step its shining archway through, 

Built up its idle door, 
Stretched in his last-found home, and knew the old no more. 



Thanks for the heavenly message brought by thee, 

Child of the wandering sea, 

Cast from her lap forlorn ! 
From thy dead lips a clearer note is born 
Than ever Triton blew from wreathed horn ! 

While on mine ear it rings, 
Through the deep caves of thought I hear a voice that sings:- 



Build thee more stately mansions, my soul, 

As the swift seasons roll ! 

Leave thy low-vaulted past ! 
Let each new temple, nobler than the last, 
Shut thee from heaven with a dome more vast, 

Till thou at length art free, 
Leaving thine outgrown shell by life's unresting sea ! 

Oliver Wendell Holmes 



308 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

BUGLE SONG 

The splendor falls on castle walls 

And snowy summits old in story ; 
The long light shakes across the lakes, 
And the wild cataract leaps in glory. 
Blow, bugle, blow ! set the wild echoes flying ; 
Blow, bugle ; answer, echoes — dying, dying, dying ! 

Oh, hark ! oh, hear ! how thin and clear, 

And thinner, clearer, farther going ! 
Oh, sweet and far, from cliff and scar, 
The horns of Elfland faintly blowing ! 
Blow, let us hear the purple glens replying ; 
Blow, bugle ; answer, echoes — dying, dying, dying ! 

love, they die in yon rich sky, 

They faint on hill or field or river ; 
Our echoes roll from soul to soul, 
And grow forever and forever. 
Blow, bugle, blow ! set the wild echoes flying ; 
And answer, echoes, answer — dying, dying, dying ! 

Alfred Tennyson 



A WET SHEET AND A FLOWING SEA 

A wet sheet and a flowing sea, — 

A wind that follows fast, 
And fills the white and rustling sail, 

And bends the gallant mast — 
And bends the gallant mast, my boys, 

While, like the eagle free, 
Away the good ship flies, and leaves 

Old England on the lee. 



APPENDIX B 309 

Oh, for a soft and gentle wind ! 

I heard a fair one cry ; 
But give to me the snoring breeze, 

And white waves heaving high, — 
And white waves heaving high, my boys, 

The good ship tight and free ; 
The world of waters is our home, 

And merry men are we. 

There 's tempest in yon horned moon, 

And lightning in yon cloud ; 
And hark the music, mariners ! 

The wind is piping loud, — 
The wind is piping loud, my boys, 

The lightning flashing free ; 
While the hollow oak our palace is, 

Our heritage the sea. — Allan Cunningham 

THE STATE OF MAN 

(From "Henry VIII") 

Farewell ! a long farewell, to all my greatness ! 
This is the state of man : to-day he puts forth 
The tender leaves of hopes ; to-morrow blossoms, 
And bears his blushing honors thick upon him ; 
The third day comes a frost, a killing frost, 
And when he thinks, good easy man, full surely 
His greatness is a-ripening, nips his root, 
And then he falls, as I do. I have ventured, 
Like little wanton boys that swim on bladders, 
This many summers in a sea of glory, 
But far beyond my depth. My high-blown pride 
At length broke under me, and now has left me, 
Weary and old with service, to the mercy 
Of a rude stream, that must forever hide me. 



310 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Vain pomp and glory of this world, I hate you : 
I feel my heart new opened. 0, how wretched 
Is that poor man that hangs on princes' favors ! 
There is, betwixt that smile we would aspire to, 
That sweet aspect of princes, and their ruin, 
More pangs and fears than wars or women have : 
And when he falls, he falls like Lucifer, 
Never to hope again. — William Shakespeare 

THE CLOUD 

I bring fresh showers for the thirsting flowers, 

From the seas and the streams ; 
I bear light shade for the leaves when laid 

In their noonday dreams. 
Erom my wings are shaken the dews that waken 

The sweet buds every one, [ 
When rocked to rest on their mother's breast, 

As she dances about the sun. 
I wield the flail of the lashing hail, 

And whiten the green plains under ; 
And then again I dissolve it in rain ; 

And laugh as I pass in thunder. 



I sift the snow on the mountains below, 

And their great pines groan aghast ; 
And all the night, 't is my pillow white, 

While I sleep in the arms of the blast. 
Sublime on the towers of my skyey bowers 

Lightning, my pilot, sits ; 
In a cavern under, is fettered the thunder ; 

It struggles and howls at fits. 
Over earth and ocean, with gentle motion, 

This pilot is guiding me, 
Lured by the love of the genii that move 

In the depths of the purple sea ; 



APPENDIX B 311 

Over the rills, and the crags, and the hills, 

Over the lakes and the plains, 
Wherever he dream, under mountain or stream, 

The spirit he loves remains ; 
And I all the while bask in heaven's blue smile, 

Whilst he is dissolving in rains. 

Percy Bysshe Shelley 



THE MINSTREL BOY 

The minstrel boy to the war is gone, 

In the ranks of death you '11 find him ; 
His father's sword he has girded on, 

And his wild harp slung behind him. — 
K Land of song ! " said the warrior bard, 

" Though all the world betrays thee, 
One sword, at least, thy rights shall guard, 

One faithful harp shall praise thee ! " 

The minstrel fell ! — but the f oeman's chain 

Could not bring his proud soul under ; 
The harp he loved ne'er spoke again, 

For he tore its chords asunder, 
And said, w No chains shall sully thee, 

Thou soul of love and bravery ! 
Thy songs were made for the pure and free, 

They shall never sound in slavery ! " 

Thomas Moore 



APRIL IN ENGLAND 

Oh, to be in England 
Now that April 's there, 
And whoever wakes in England 
Sees, some morning, unaware, 



312 LANGUAGE WORK IN ELEMENTAEY SCHOOLS 

That the lowest boughs and the brushwood sheaf 
Eound the elm-tree bole are in tiny leaf, 
While the chaffinch sings on the orchard bough 
In England — now. 

And after April, when May follows, 

And the whitethroat builds, and all the swallows ! 

Hark ! where my blossomed pear-tree in the hedge 

Leans to the field and scatters on the clover 

Blossoms and dewdrops — at the bent spray's edge — 

That 's the wise thrush ; he sings each song twice over, 

Lest you should think he never could recapture 

The first fine careless rapture ! 

And though the fields look rough with hoary dew, 

All will be gay when noontide wakes anew 

The buttercups, the little children's dower 

— Ear brighter than this gaudy melon-flower. 

Robert Browning 



APPENDIX C 

(Original and Adapted Dramatizations) 

THE FLOWER QUEEN 

A nature play written, without assistance, by Mary Grider Rodes, a 
pupil in the sixth grade of the Training School, Western Kentucky 
State Normal School. 

Characters : Rose, Tulip, Violet, Nasturtium, Goldenrod, 

other Flowers, and a Child. 
Scene : A flower garden. 

Enter the Child where Rose, Violet, etc. are disputing. She 
hesitates and looks at them. 

Tulip. Look ! Look! [They all looh ] 

Nasturtium. Why not let her decide ? 

All. Yes ! Yes ! 

Rose. Do you all agree ? If yon do, say "Aye." 

All. Aye ! Aye ! Aye ! 

Rose. [Addressing the Child] There has been a dispute 
among us about who should be queen. I have always been 
queen, but some of the flowers rebel and want the Goldenrod 
for queen. 

Child. But why ? 

Rose. Because of her color, I suppose. 

Goldenrod and Followers. No! No, there are other 
reasons. 

Child. I don't know what to do. Oh, I know ! I will choose 
the flower I like best. 

All. Who? Who? 

Child. The tender little violet. 

All. No! No! 

313 



314 LANGUAGE WOEK IN ELEMENTAEY SCHOOLS 

Violet. No ! No, dear child, I am not suited for a queen. 
Choose either the Eose or the Goldenrod. 

Child. Well, I guess I will choose the Eose. 

[Shouts of joy.] 
All. The Eose ! The Eose ! Our Queen ! 
Goldenrod. Ealse traitors ! Good by. 

[Leaves ivithout notice'] 
Violet. It is better for us that she is gone. 
All. Yes, it is better that she is gone. 

[The Flowers dance around.] 
Violet. We forgot the child. 
All. Yes, so we did, but what shall we give her ? 
Eose. Dear child, what would you like to have most of all ? 
Child. I would like to have flowers around me all my life. 
Eose. You shall have your wish. Farewell ! 

[They all leave.] 

Child. [Rubbing her eyes] Was I dreaming ? No, I know I 

was n't. I won't tell mother though, for she will laugh. There 

she is calling. [Buns out] 

Curtain. 



THE LITTLE FIE TEEE 

An adapted play arranged and played by third-grade children, at 
Pleasant Grove School, a rural school in Logan County, Kentucky, under 
the direction of Miss Ida Rhea Taylor, the teacher. 

Characters : Fir Tree, First Child, Second Child, Third 
Child, Gardener's Boy, Fir Tree, A Man, Man, First 
Lady, Second Lady, Third Lady, First Woodcutter, 
Children, A Boy, Trees, Rabbit, Woodcutters, Swallows, 
Stork, Sunbeam, Sparrows, three Men, several Ladies and 
Children. 



APPENDIX C 315 

ACT I 

Scene I 
Time : Spring. 
Scene : The forest. 

A very small child representing Fir Tree stands in center of room 
with arms extended, other Trees being grouped about. Enter 
First Child, Second Child, and Third Child carrying baskets 
of berries. 

First Child. Oh, is n't this a lovely place ? 

Second Child. These trees are so pretty and green. 

Third Child. [Approaching Fir Tree] Is n't this a pretty 
little tree ? 

Fir Tree. [Sighing discontentedly'] I am so unhappy. I do 
not want to be small. I wish I were as tall as the other trees. 
The birds would build their nests in my boughs. 

Rabbit enters and jumps over Fir Tree. 
Even the rabbits can jump over me. Oh, I am so unhappy. 

Curtain. 

Scene II 

Time : Autumn, two years later. 
Scene : The forest. 

Stage arranged as in Scene I, a large child representing Fir Tree. 
Enter Rabbit, who tries to jump over Fir Tree, but finds he 
has to hop around it. 

Fir Tree. Oh, to grow, to grow ! To be tall and old is the 
best thing in the world. 

Enter First Woodcutter and other Woodcutters. 

First Woodcutter. Hurry men, cut the tallest ones and 
trim off the limbs. £ Woodcutters obey and retire.] 



316 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Stork and Swallows enter. 

Era Tree. Do you know where those trees were taken ? 

Swallows. We don't. 

Stork. [Nodding head~\ I think I do. As I flew over the 
sea, I met many new ships, and they had fine masts that 
smelled like fir. 

Fir Tree. How I wish I were tall enough to go on the sea ! 

[Swallows and Stork depart.~] 

Sunbeam enters. 

Sunbeam. Rejoice in thy youth. Rejoice in thy youth and 
thy young life. 

Curtain. 



Scene III 

Time : The following Christmas. 
Scene : The forest. 

Stage arranged as before. Enter Fir Tree, Sunbeam, Sparrows, 
and Woodcutters. They select trees for their beauty and drag 
them off stage. 

Fir Tree. Where are they going ? They are no taller than 
I. And why do they keep all their branches ? 

Sparrows. We know, we know. We peeped in the windows 
in town and we know where they are going. They are going 
to be dressed with cakes, playthings, and many lighted candles. 

Fir Tree. And what happens then ? 

Sparrows. [Flying away] We did not see any more. 

Fir Tree. I wonder if anything like that will ever happen 
to me. How I wish I were in a warm room in town ! I am 
weary longing to go into the world. 

Sunbeam. Rejoice in thy youth. Rejoice in thy life and 
the fresh air. 

Curtain. 



APPENDIX C 317 

ACT II 

Scene I 

Time : One year later, two days before Christmas. 
Scene : Courtyard in a large city. 

A Man. I want the prettiest one you have. 
Fir Tree. Now I ? ve been cut down and am in the city. Oh, 
I am so happy ! But then I do miss my forest home. 
Man. [ Unpacking trees] Here is a pretty one. 
A Man. Yes, this is the most beautiful. I will take it. 

[Carries Fir Tree away] 
Curtain. 



Scene II 

Time : Christmas morning. 

Scene : In the parlor of a wealthy man. 

Men enter, place the tree in center of room, and depart. Enter First 
Lady, Second Lady, and Third Lady laughing and talking. 
They begin to dress the tree with toys, candy, apples, and 
candles. At the top they fasten a large star. 

First Lady. Now it is very beautiful. 
Second Lady. Yes, it is done. 
Third Lady. Call the children. 

[First Lady goes to door and calls children.'] 
Children. [Entering] Oh ! Oh ! Oh ! 

[Join hands and dance around tree, laughing and 

singing] 

Fir Tree. What are they doing ? What will happen next ? 

[First Lady blows out candles and pretends to distribute 

gifts, after which they all depart.] 

Curtain. 



318 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Scene III 
Time : Next morning. 
Scene : Attic of house. 
Fir Tree heaped in one corner among boxes, broken furniture, etc. 

Fir Tree. Oh, why did they tear me down and bring me 
out of that beautiful room into this dark place ? What does 
this mean ? What am I to do here ? I can see and hear nothing. 
Oh, how I wish I were back at my forest home ! 

Curtain. 

ACT III 

Scene I 
Time : The next spring. 
Scene : In the dump pile. 

Fir Tree discovered among tin cans, dirty papers, and rags. Boys 
enter. 

A Boy. Oh, look at the ugly old Christmas tree ! 

[Children tramp on tree.'] 
Fir Tree. Gone ! Gone is all my happy life ! Oh, if I had 
only enjoyed myself while I could ! But now it is too late ! 

Enter Gardener's Boy with ax. 

Gardener's Boy. \_Going to tree] This will make a fine fire 
in our stove. 

[Boy chops tree into stove wood and carries it off stage.] 
Fir Tree. [As Boy carries it off stage] Now my life is 
ended. It is too late to enjoy my life now. Oh, my home ! my 
forest home ! 

Curtain. 



APPENDIX C 319 

OLD PIPES AND THE DRYAD 

Written by the children in the fourth grade of the Training School, 
Western Kentucky State Normal School, under the direction of Miss Flora 
Stallard, critic teacher. 

Characters : Old Pipes, an old man who pipes the cattle from 
the mountain ; Old Pipes' Mother ; Dryad ; Echo Dwarf ; 
A Boy ; Boys ; Voice ; Dwarfs ; the Children ; the Villagers. 

Time : From May till October. 

Scenes : The house of an old man at the foot of a mountain near a 
village ; the hillsides and forests near by. 



ACT I 

Scene I 

Scene : A forest with a large oak tree ; Pipes' cottage in distance. 

Old Pipes. [Alone~] Oh, I never realize how old I am getting 
till I make this trip to the village for my wages. It is a great 
deal easier to pipe the cattle from the mountains than to bring 
my money from the village. 

Enter three Children. 

Children. Good evening, Pipes. 

Old Pipes. Good evening, children. 

A Boy. You look tired. Should you like for us to help 
you up the hill? 

Old Pipes. You are very kind. I believe I will let you help 
me. [He rises slowly, and the Boys help him along.~\ I hope 
I have n't made you children very tired. 

Boys. Oh, you would n't have made us tired if we had not 
had to go farther than usual after the cattle to-day. 

[Girl makes signs with hands, lips, and head.~] 

Old Pipes. What did you say ? Went farther than usual 
after the cattle ? Why, I pipe the cattle from the hills. 

Boys. Oh, no; you do not pipe the cattle from the moun- 
tains. It 's been a year since the cattle have heard your pipes. 



320 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

You 're getting too old now for the cattle to hear your pipes, 
so the villagers send us each day. 

Old Pipes. It is getting late now, children. It is time you 
were getting back to the village. Here is a penny for each of you. 

Children. Thank you, Old Pipes, we hope you will soon be 
rested again. Good-night. 

[Children leave. Old Pipes calls his mother.'] 

Old Pipes. Mother, did you hear what those children said ? 
Mother. [Entering - ] What children ? 

Old Pipes. The children that helped me up the hill. They 
said that they had been going after the cattle for over a year. 
They told me that the cattle could n ? t hear my pipes. 

Mother. Why, what is the matter with the cattle ? 

Old Pipes. Nothing is the matter with the cattle. The 
trouble is with me. And as I have not earned my money, I 
am going to the village to take it back. 

Mother. You are very foolish, my son. We have n ? t a bit 
of money to live on, and if you take the money back, we will 
starve for food. Bring the money back, Pipes. The villagers 
will not want it. 

Old Pipes. No, mother. I must not keep the money. I did 
not earn it, so I will take it back. It would not be honest to 
keep it. I will cut wood and so make a living for us. 

[Pipes starts to the village, becomes tired, sits under an 
oak tree to rest ; as he sits there, a Voice is heard.] 

Voice. Let me out ; let me out. 

Old Pipes. [Jumping up] I wonder where that voice came 
from. It came from this tree. It must be a "Dryad" tree. 
Let me see, I have heard of Dryad trees. I have heard that 
when the moon rises and before it sets, anyone that comes 
along can let her out. So I will try to find the key and let her 
out. Here is a piece of bark. I will try it and see if it will 
unlock the door. [ Unlocks the door] 

Dryad. [Slipping out of door and gazing about] Oh, how 
beautiful the world is ! It seems like a fairy land ; the flowers, 



APPENDIX C 321 

the moss, the green trees, the hills are so "beautiful. Oh, you 
good old man, how kind of you to let me out from my tree ! 
What can I do for you to show you how grateful I am ! 

\_Touches him twice with her wand] 
Old Pipes. Well, if you are going to the village, will you 
take this money to the villagers for me ? 

Dryad. I shall be glad to do that for you, you kind old man. 
[Pipes gives money to Dryad, then starts home.] 
Curtain. 



Scene II 

Scene : Pipes' cottage. Pipes asleep near the door on a rock. 

Dryad enters, holding money in hand. 

Dryad. Poor, honest, old man, I am going to put this money 
back into his pocket. I am sure the villagers will not take it, 
for he has worked for them so long. 

[She slips the money in pocket and runs away. Pipes 
wakens, starts indoors, but finds money in pocket.] 
Old Pipes. Well, I wonder how this money got into my 
pocket ! Why, I thought I had seen a Dryad and asked her 
to take this to the village. Oh, I really did not see her; it 
must have been a dream. I will take the money to-morrow, 
but I have n't time now. I will call mother and tell her about 
it. No, I won't ; she '11 be cross and tell me I am foolish. 

[Takes pipes and begins to play] 
Mother. [Coming out scolds] Why, Pipes, what are you 
playing for, if the cattle can't hear you ? 

[ While playing, Pipes finds his pipe much clearer.] 
Old Pipes. Why, what 's the matter with my pipe ? It 
must have been stopped up! 

The Dryad comes dancing in. 

Why, here 's the Dryad. It was n't a dream, then, after all. 
I thought I had only dreamed I saw you J 



322 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

Dryad. Indeed, it was n't a dream. If you could only know 
how happy I am now ! Oh, the world is so beautiful to me, I 
dance and sing the whole day long ! And do you not feel 
stronger and better ? 

Old Pipes. Why, yes, I do. Oh, I know, you touched me 
twice with your wand, and it has made me twenty years 
younger. Mother, mother! 



ACT II 

Time ; Evening. 

Scene : A glen in the mountains. 

Echo Dwarf is sleeping. Pipes of Old Pipes are heard. Sleep- 
ing Dwarf echoes pipes. Yery angry he starts in search of 
Old Pipes. 

Dryad enters. 

Dwarf. Ho ! Ho ! What are you doing here ? How did 
you get out of your tree ? 

Dryad. Why, a kind old man let me out, and I was so 
glad that I gave him two strokes with my wand, which made 
him twenty years younger. Now he can call the cattle again. 

Dwarf. So you are the one who has brought this trouble 
on me ! What have I ever done to you that you should 
make me echo those dreadful pipes again? 

Dryad. What a funny little fellow you are ! Anyone 
would think you had to work from morning till night. You 
are lazy and selfish. Learn to do good, and then you will be 
happy. Good-by. [Leaves'] 

Dwarf. [Shaking his fist] I '11 make you suffer for this ! 

Old Pipes. [Entering] Hello, little fellow. What are you 
doing here ? 

Dwarf. I am looking for the Dryad. 

Old Pipes. Why, so am I. 

Dwarf. What do you want with her ? 



APPENDIX C 323 

Old Pipes. Let me tell you what she did for me. As I 
was going down to the village, I found a Dryad tree and let 
out the Dryad. She was so glad that she touched me twice 
with her wand and made me twenty years younger. Now I 
can blow my pipes again. I am now looking for her to ask if 
she will make my mother younger. 

Dwarf. I will go with you, but do you know that a Dryad 
can only make the person younger who lets her out of her 
tree, so you will have to shut the Dryad in, then have your 
mother let her out. 

Dryad comes in ; Dwarf hides. 

Old Pipes. I have been looking for you to ask you to go 
back into your tree so that my mother may let you out, and 
you may make her younger, she seems so old and feeble to 
me now. 

Dryad. Why, it is n't necessary for me to go into my tree 
to do that. Any time she is out of doors I shall be glad to help 
her. Did you think of that plan yourself ? 

Old Pipes. No, a little dwarf I met suggested it to me. 

Dryad. A little dwarf. Oh, I see it all now. He is the 
Echo Dwarf, and he is angry with you and me. Where is he ? 
Here he is now. Let 7 s put him into the tree till he learns to 
be better. [They drag out Dwarf and put him into tree.~\ 

Dryad. Now, let ? s go and find your mother. 

Old Pipes. Why, there she is now ! 

[Tiptoeing up, Dryad touches her twice with her 

wand and runs away.'] 

Old Pipes. Mother ! [Mother starts, much surprised.] 

Mother. Why, Pipes, how well I hear your voice. And I 
feel quite young. 

Old Pipes. Then come, let 's enjoy a walk together. 

Curtain. 



324 LANGUAGE WORK IN ELEMENTARY SCHOOLS 

ACT III 

Dryad comes shivering to her tree, opens the door, and calls 
the Dwarf out. 
Dryad. Come out, little Dwarf, the cattle have come from 
the mountains for the last time, so you are free. 

\_As she enters the tree she sings'] 
Curtain. 

A GEOGRAPHICAL PLAY 

An original play, prepared by the fourth-grade pupils in the Training 
School of the Western Kentucky State Normal School, under the direc- 
tion of Miss Nell Moorman, critic teacher. 

ACT I 
Characters : A Native, Ahmow, Eskimo Father, A Traveler, 

An Eskimo, Eskimos, Another Traveler, Travelers and 

Natives. 
Scene : Home of Eskimos. Natives hunting seals with spears. 

A Native. It is very hard to find any seals to-day. 

Ahmow. Father, we shall soon starve if we do not find 
some seal. 

Eskimo Father. Yes, and the snow blinds us so that we 
can find no game. 

Ahmow. Oh, father, who are those strange men coming ? 

Travelers approach. 

Eskimos. Welcome, welcome, strangers ! Where are you 
from and why do you come here ? 

A Traveler. We have come from afar to see your country, 
which is a very beautiful one, but it is always so cold. 

An Eskimo. Yes, it is very cold most of the year. 

Another Traveler. How do you keep warm ? 

An Eskimo. We wear clothing made of fur. Our houses 
are made of ice with a long tunnel leading to the door. You 
would not think they are warm, but they are. We heat them 



APPENDIX C 325 

with a lamp which burns whale oil. Our food is meat and we 
drink whale oil, both of which is diet for a cold climate. 

A Traveler. I see you have been hunting seals ; do you 
have many animals here ? 

An Eskimo. Yes, we have been hunting seals all morning, 
but have caught very few. We have reindeer, dogs, polar 
bears, and walruses here. 

A Traveler. Do you travel on foot ? 

An Eskimo. We travel on sleds pulled by dogs when we 
go any distance. 

A Traveler. You seem to have very few plants here. 

An Eskimo. It is too cold for anything except small bushes 
and moss to grow. 

A Traveler. I enjoy hearing about your country, but it is 
so cold that we must return to our own country before winter. 

All Travelers. Good-by, Eskimos. 

Eskimos. Good-by, come back to visit our country again. 
Curtain. 

ACT II 

Characters : An Arab, Sheik, Hassan, First Traveler, 
Second Traveler, Third Traveler. 

Scene : Sahara Desert. 

Eirst Traveler. The heat is so unbearable we cannot 
travel much farther. The sand has nearly put out my eyes. 

Second Traveler. Take courage, friend, is that not an 
oasis yonder where I see those trees ? 

Eirst Traveler. Yes, oh, yes, and I see some Arabs 
camping there. [Travelers approach oasis.'] 

Sheik. Welcome, travelers ! alight from your camels and 
rest with us for a while. 

Eirst Traveler. Thank you, Sheik, for your hospitality. 
We have traveled far. Can you tell us where we are ? 
* Sheik. You are nearing the edge of the great Sahara 
Desert, which is in the torrid zone. 



326 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 

Second Traveler. We are strangers in this land, having 
come from the far north. We should like to hear about your 
country. Tell us about your plants. 

Sheik. There are very few plants here in the desert, but 
where the rain falls in this zone, we have trees, vines, and 
plants, which grow so thickly that the forest becomes a 
jungle. 

First Traveler. What do your people eat mostly ? 

Sheik. We eat bread, dates, fruits of other kinds, cheese, 
and milk. 

Third Traveler. The camel seems to be your chief means 
of transportation. Do many other animals make their home 
in this zone ? 

An Arab. I have journeyed to the countries south of here 
where they have much rain, and there they have plants and 
animals of huge size. The elephant, rhinoceros, hippopotamus, 
zebra, lion, tiger, and alligator all live there. 

Eirst Traveler. Tell us more about these animals. 

An Arab. So many of these large animals live there that 
it is dangerous to enter the jungle. They also have many 
birds of beautiful colors. 

Second Traveler. And the homes — what kind of houses 
do they live in there ? 

An Arab. Their houses are usually small straw huts, for 
they need protection only from the heat and rain. 

First Traveler. What is that sound I hear ? 

Sheik. It is only the women grinding the grain for the 
evening meal. Should you like to see them ? 

Travelers. We should, indeed. 

[All walk over near the Women at work~] 

Sheik. They grind it, as you see, between two smooth 
stones. The grain is put in at the top here. 

Third Traveler. And how do they bake the bread ? 

Sheik. On a flat stone over the fire. 

First Traveler. What is that woman doing ? 



APPENDIX C 327 

Sheik. She is making butter. It is about time for the 
evening meal. Let ? s get ready for it. [All retire.'] 

Curtain. 

ACT III 

Characters : Japanese travelers, and natives of United States. 
Scene : North temperate zone. 

First Traveler. We are lost ; will you tell us where 
we are ? 

First American : You are in the United States, which lies 
in the north temperate zone. 

Second Traveler. What big houses ! Are they all like 
these here ? 

First American. No, some are much smaller. They are 
made of wood, stone, and brick. 

First Traveler. Tell us some of the things that grow in 
your country. 

Second American. We grow crops of all kinds that suit 
this climate, such as wheat, corn, tobacco, cotton, and fruits of 
many kinds. We also have large forests. 

Second Traveler. Your dress is very different from ours. 
Of what is your clothing made ? 

Third American. Our clothes are made of cotton, silk, 
linen, and wool. Cotton is grown in our southern states ; wool 
we get from sheep ; linen is made from flax, which is a plant. 
You know more about silk than we do. 

Third Traveler. Tell us about your climate. 

First American. We have a temperate climate, with mod- 
erately cold winters and moderately warm summers. 

First Traveler. I like your country. 

Second Traveler. Come to see us in our home in Japan 
sometime. 

All Travelers. Good-by ! Three cheers for the Stars and 
Stripes ! [All retire.'] 

Curtain. 



INDEX 



^Esop's fables, 31, 39, 60, 68, 86, 92 

Agriculture, correlated with lan- 
guage, 28, 62, 171, 173, 196, 
199 ; in rural schools, 225, 227, 
229, 231, 232 ; books on, 239- 
240 

Allingham, William, poem of, 287 

Alternation in rural-school lan- 
guage classes, 218, 219, 220, 
221, 222, 223 

Andersen, Hans, stories of, 31, 
60, 86 

Animal stories, 86, 129 

Antonyms, 165, 188 

Arabian Nights, 86 

Argument, 88, 107-108, 118, 129, 
140, 154, 161, 175, 185, 207 ; 
current events in, 150 ; in rural 
schools, 232-233 

Arithmetic, correlated with lan- 
guage, 187 

w Baa, Baa, Black Sheep " drama- 
tized, 39-40 

Babcock milk test, 237 

Bible stories, 60, 86, 105, 107, 
129, 151, 172 

Biography, stories of, 128, 138 ; 
outlines of, 163 

Bonheur, Rosa, 27, 29 

Book reviews, 149, 195 

Books of reference, 102, 127, 170 ; 
for rural schools, 239-241 

Boys' corn clubs, 228, 237 



Brooks, Phillips, poem of, 290 
Browning, Robert, poems of, 284, 

311 
Bryant, W. C, poems of, 299, 301 
Butts, Mary F., poem of, 295 

Capitalization, 51, 53, 79, 99, 124, 
145, 167, 189 

Carlyle, Thomas, poem of, 295 

Character description, 131, 152 

Character revealed by language, 4 

Characters in literature, study 
of, 131 

Chubb, Percival, quoted, 7, 126, 
190 

Civics, correlated with language, 
57 

Classes, language, in rural schools, 
218 ff 

Coleridge, S. T., quoted, 235; 
poem of, 281 

Composition work, written (see 
outlines at beginning of each 
grade) ; conduct of, 45-47, 72- 
76, 93 ff., 114 ff., 136 ff., 157 ft, 
180 ff., 202 ff. ; in rural schools, 
227-237 ; books on, 252 ; oral 
(see Oral language work) 

Conscience, a language, 11, 82 

Conversation exercises, 25~27, 
57-58, 73, 83 ; in rural schools, 
227-228 

Cooperative letter, 137, 160, 183, 
205 



329 



330 LANGUAGE WORK IN ELEMENTARY SCHOOLS 



Copying work, 45, 51, 76, 78, 97, 
122, 141 

Cornwall, Barry, poem of, 300 

Correction, of mistakes in lan- 
guage, 10, 11, 24, 26, 56, 58, 
70, 73, 76, 92, 97, 115, 136, 148, 
180 ; system of, in written 
work, 93-94, 136, 158, 182 

Correlation, 8. See Physiology, 
History, etc. 

Correspondence of children di- 
rected by teacher, 95, 117, 137, 
160, 204 

Cunningham, Allan, poem of, 309 

Current events, 150 ; in argu- 
ments, 150 

Debates, 199, 207. See Argument 
Debating society, 17, 18, 199 
Derivation, 165, 187, 209 
Description, 58, 63, 73-76, 87, 97, 

110, 118, 139, 152, 160, 174, 

184, 197, 205 ; in rural schools, 

229 
Desk work, 48-53, 78-79 
Diagramming, 16, 212 
Diary, 140, 162, 185, 207 
Dictation, 48, 77, 97, 122, 141, 

163, 186, 208, 211; material 

for, 262 
Dictionary, use of, 15, 123, 142- 

144, 148, 164, 186, 209, 255, 

262 
Domestic science, correlated with 

language, 28, 171, 196 ; in rural 

schools, 225 ; books on, 241 
Drake, J. R., poem of, 303 
Dramatization, 36-42, 60, 67-70, 

90-92, 112, 134, 157, 178, 201; 

spontaneous, 91, 113; books 

on, 251, 257 
Drawings, 60, 79, 206 



Eliot, Charles W., quoted, 2 
English grammar. See Grammar 
English language, history of, 

188, 210 
Envelopes, addressing of, 118, 137 
Exposition, 58, 63, 73~76, 87, 

96, 97, 110, 119, 131, 139, 153, 

161, 175, 184, 198, 206; in 

rural schools, 230-232 

Farmers' bulletins, 226, 241-244 
Field, Eugene, poems of, 279, 282 
Folk tales, 31, 60, 68, 86 
Formality in language work, 6, 57 

Games, language, 42-45, 70-72, 

92 
Geography, correlated with lan- 
guage, 8, 57, 103, 105, 127, 129, 
149, 152, 171, 173, 195, 207; 
dramatizations in, 201 
Girls' canning clubs, 228 
Grammar, English, 124, 146, 167, 
170, 189-191, 194, 211-213; 
books on, 254 
Grand-opera stories, 86 
Grimms' tales, 31, 39, 60, 86 

Harris, Joel Chandler, stories of, 

86 
Hawthorne, Nathaniel, descrip- 
tions of, 153 
Hectograph work, 48 
History, correlated with lan- 
guage, 8, 57, 90, 127, 129, 149, 
151, 153, 171, 173, 195, 197, 
207; dramatizations in, 178, 
201 
Hogg, James, poem of, 286 
Holland, J. G., poem of, 305 
Holmes, O. W., poem of, 306 
Homer, Odyssey of, 129, 197 



INDEX 



331 



Homonyms, 145, 164, 188, 209 
Houghton, Lord, poem of, 277 
Howell, James, quoted, 15 
Hunt, Leigh, poem of, 305 
Hymns, memorized, 111, 155 

Illustrations for composition 

work, 60, 79, 159, 206 
Imagination, in diagramming, 

16 ; in story-telling, 30, 87, 105, 

106, 160 ; in study of poetry, 34 
Imitation in language, 5, 10, 11, 13 
Impersonation in story-telling, 

105, 106 
Impromptu debates, 199 
Impromptu written composition, 

159, 204 
Indian life, stories of, 31 
Interest in language work, 9. See 

Motivation 
Irving, Washington, extracts 

from, in memorizing prose, 155 

Jackson, H. H., poem of, 291 

King Arthur, stories of, 151 
Kingsley, Charles, poems of, 289, 

298 
Kipling, Rudyard, stories of, 86 

Landseer, Edwin, 27, 29 

Language, and thought, 3, 114, 
126 ; reveals character, 4 ; ob- 
servation of, 11,211; of teacher, 
13 ; games, 42-45, 70-72, 92 ; 
classes in rural schools, 218- 
224 

Language work, in past, 1, 76; 
importance of, 2, 3, 4 ; purpose 
of, 5 ; formality in, 6 ; relation 
of, to other subjects, 8 ; motiva- 
tion of, 9, 17, 135, 138, 148 ; 



correction of mistakes in (see 

Correction); purpose of, in 

rural schools, 224 
Lear, Edward, poem of, 287 
Lecture, reported, 172 
Letter, cooperative, 137, 160, 

183, 205 
Letter cards, 46, 50-53, 72, 78; 

sheets of, 50 
Letter-writing, 9, 14, 73, 82, 95, 

116, 117, 137, 159, 160, 183, 

204 ; books on, 253, 262 
Library, school, 103, 127 ; in 

rural schools, 226, 237-246 
"Lion and the Mouse, The," 

plan for studying, 31 
Literary society, 17, 226, 232 
"Little Boy Blue," plan for 

memorizing, 36 ; dramatized, 

40-42 
"Little Red Riding-hood," plan 

for studying, 61 
Long, William J., stories of, 

86 
Longfellow, H. W., poem of, 296 

Magazine articles reviewed, 150, 

195 
Memorizing work, 32-36, 64-66, 

88, 111, 119, 132, 155, 176, 

200 ; in rural schools, 233-236 ; 

books on, 251 ; material for, 

260-262, 265-312 
Memory gems in rural schools, 

235. See Memorizing work 
Meter, studied, 162, 185 
Milton, quoted, 235 
Models, taken from literature, 

study of, 159, 161, 170, 174, 

175, 178, 180, 185, 202; of 

letters, 183, 204 
Moore, Thomas, poem of, 311 



332 LANGUAGE WOEK IN ELEMENTARY SCHOOLS 



Mother Goose rimes, 27, 31, 34, 

39 ; quoted, 272-274, 278 
Motivation in language work, 9, 

17, 135, 138, 148, 160, 170, 173, 

197, 205 
Mythological stories, 31, 60, 86, 

128, 151, 172 

Narration, 58, 62, 73-76, 87, 96, 
109, 118, 130, 138, 151, 160, 
172-174, 183, 197, 205; in 
rural schools, 228 

Nature study, correlated with 
language, 28, 62, 85, 87, 110, 
127, 149, 155, 195, 196, 229, 
231, 232 ; books on, 240 

Newspaper articles, reviewing 
of, 150, 195 

Observation of language, 11, 211 

Observation lessons and reports, 
28, 29, 58, 83, 95, 96, 103, 127, 
149, 195 ; in rural schools, 236 

Opening exercises, 105, 133, 150, 
196 

Oral language work, 7, 24 ; im- 
portance of, 56, 82, 87, 102, 126 
(see outlines at beginning of 
each grade) ; in rural schools, 
227-237 

Original plays, 112, 134, 157,178, 
202 

Original stories, 29, 62, 76, 85, 97, 
106, 128, 138, 151, 160, 172, 
183, 197, 205 

Outlines, of lessons, to be mem- 
orized, 132 ; in argument, 140, 
185, 199, 207; of books, for 
review, 149 ; for oral composi- 
tions, 154, 157, 162, 170, 171, 
172, 175, 180, 185, 196, 199, 
207 ; of reading lessons, 163 ; 



of biographies, 163 ; of maga- 
zine and newspaper articles, 
207 ; in rural schools, 237 

Paper, school, 17, 18, 203, 204 

Paragraph, one, as unit, 82, 116 

Paragraphs, one, two, or three, 
in compositions, 136 

Parsing, 16, 17, 212 

Physiology, correlated with lan- 
guage, 8, 31, 57, 127, 149, 171, 
187, 195 

Pictures, 27, 29, 46, 59, 63, 64, 72, 
85, 87, 97, 106, 110, 130, 153, 
198, 219, 228, 229; lists of, 
263 ; original, illustrating writ- 
ten compositions, 159 

Play element in language work. 
See Language games 

Plays. See Dramatization 

Poems, interpreted, 206 ; in rural 
schools, 226 ; dramatized (see 
Dramatization) ; memorized 
(see Memorizing work) 

Poetry, study of. See Memoriz- 
ing work 

Prefixes, 144, 165, 187, 209 

Principle and practice, connected, 
12, 211 

Prose selections, memorized, 132, 
133, 134, 155, 156, 176, 178, 
200 ; interpreted, 206 

Psalms, memorized, 111, 131, 
133, 155, 176, 200 

Punctuation, 53, 79, 124, 145, 
167, 189 

" Pain, The," plan for memoriz- 
ing, 36 
Rands, Benjamin, poem of, 283 
Reading lessons, dramatization 
of, 39, 113, 135, 157, 178 



INDEX 



333 



Recitation by topics, 84, 103, 127, 
149, 171, 195 

Reconstructed stories, 105, 151, 
160, 172 

Reference, books of, 102, 127 

Reviews, of books, 149 ; of mag- 
azine and newspaper articles, 
150 ; of current events, 150 

Rhythm, natural feeling for, 120 

Robin Hood, 129, 134 

Rossetti, Christina, poems of, 
284, 286 

Rural-school language work, dif- 
ficulties in, 217, 218 ; classes 
in, 218 ff. ; correlation in, with 
other subjects, 224 

Ruskin, John, 85, 153 

School gardens, 226 

School library. See Library 

School paper, 17, 18, 203, 204 

Scott, Walter, poem of, 302 

Script, 46 

Sermon, reported, 172 

Seton, Ernest Thompson, stories 

of, 86 
Shakespeare, William, 197 ; poem 

of, 309 
Shelley, Percy Bysshe, poem of, 

310 
" Shepherd Boy, The," drama- 
tized, 69-70 
Spontaneous dramatics, 91, 113 
Standards of achievement, 18, 

19 
Stedman, E. C, poem of, 290 
Stencil work, 63, 79 
Stevenson, R. L., 33 ; poems of, 

274, 275, 276, 278, 280, 281, 

282 



Stories, kinds of. See Story-tell- 
ing 
Story, structure of, studied, 128 
Story-telling, 29-32, 59-61, 85- 
86, 104-106, 128; books on, 
250 ; material for, 258-260 
Suffixes, 145, 166, 187, 209 
Supplementary readers for rural 

schools, 237, 244-248 
Synonyms, 165, 188, 209 

Talks from outlines (see Out- 
lines); in rural schools, 237 

Teacher, language of, 13 

Tennyson, Alfred, poems of, 276, 
284, 293, 308 

Thought, relation of, to language, 
3,4 

Topics, recitation by. See Recita- 
tion by topics 

Verse-writing, 119-122, 140, 162, 
185, 207 ; in rural schools, 236 ; 
books discussing, 255 

Virgil, .Eneid of, 197 

Vocabulary work, 15, 79, 98, 
123,142-144, 148,164-166,209 

Word cards, 46, 48-50 

Word study, 144-145, 164-166, 
187, 209 

Words, importance of, 15 

Wordsworth, William, poem of, 
292 

Written composition work, con- 
duct of, 45-47, 72-76, 93 ff., 
114 ff., 136 ff., 157 ff., 180 ff., 
202 ff. ; in rural schools, 227- 
237. See outlines at beginning 
of each grade 



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